LIBRARY OF CONGRESS. 

Shelf.., L 72. 



LB I 5 5^-^ 



UNITED STATES OF AMERICA. 



NORMAL OUTLINES 



OF 



THE COMMON SCHOOL BRANCHES; 

DESIGNED AS AN AID TO TEACHERS AND PUPILS IN 
THE METHOD OF TEACHING AND STUDYING BY TOPICS. 
FOR THE USE OF COMMON AND HIGH SCHOOLS, NORMAL 
SCHOOLS, COLLEGES AND PRIVATE STUDENTS. 



By G?DALLAS LIND. 

Author of "Methods of Teaching in Country Schools." 
* Had we time to master all subjects we need not be particular,"— 77(rr^^r^ Spencer 



DANVILLE, INDIANA: 

THE "NORMAL TEACHER " PUBLISHING HOUSE, 
J. E. SHEPvRILL, PROPRIETOR. 

Chas. F. Wolfe, Printer. 

1880. 



Le\SSS 



Entered according to Act of Congress, in the year 1880 

By J. E. SHERRILL, 
In the office of the Librarian of Congress at Washington. 

All rights reserved. 



DEDICATION. 



I REVERENTLY 

inscribe this volume to 

the pure spirit of Alice, my 

wife, whose home is among the angels, 

but who has also been ever present with me 

prompting to greater effort while labor 

ing in its preparation. — 

The Author 



PREFACE 



As THE method of teaching by topics is now coming universally 
into vogue, it has seemed to me that a book of outlines of the com- 
mon school branches which would be something in the nature of a 
universal text-book, would be just the thing. With this idea promi- 
nently before my mind I went to work and the result of my labors 
is now before the public. Further preface is unnecessary. The reader 
is always the judge. No one can tell the merits of a book by reading 
a preface. I invite you now to read my introduction which will ex- 
plain the plan and nature of the work, and the method of using it. 

I wish, however, here to make due acknowledgements to Prof. 
Frank P. Adams, Principal of the Central Normal College, and to Miss 
Dora Lieuellen, teacher of History and Rhetoric in the same institu- 
tion, for valuable assistance rendered in preparing the work. 




Central Normal College, Danville, Indiana. 



INTRODUCTION. 



The true and normal method of teaching any branch 
is by the use of topics. We need a system which will 
stimulate the pupil to investigate subjects and train him 
to report the matter which he has gleaned from authors 
or from Nature itself, in a clear, logical and forcible 
manner, using his own language and not repeating 
parrot-like the words of the text-book. We need to 
teach in the school the same method of study which is 
used by the lawyer in preparing his plea, the minister 
in writing his sermon, the physician in investigating a 
critical case. To this end, the pupil must be encouraged 
to search through many books, to investigate every 
nook and corner for ideas and facts, and, having made 
them his own, to come to the class full of his subject — 
and not of a certain author — and be able to take, for 
the time being, the place of teacher, and present in 
the best possible manner, the result of his investigations. 
The recitation then will consist of such reports by 
individual pupils, of criticisms upon the matter and 
manner, by class and teacher and of additional matter 
imparted by the teacher whose wider research may 

(Vli) 



10 INTRODUCTION. 

enable him to throw more light upon the lesson. 
Classes conducted in this manner, will exhibit life and 
enthusiasm, and will make far more rapid progress 
than by the old question- and answer system. 

This method is not altogether new. It is as old as 
Socrates for he pursued this plan to a great extent, as 
witness the following from Montaigne: 

" I would not have the governor alone to invent and 
speak, but that he should also hear his pupils speak. 
Socrates, and since him Arcesilaus, made first their 
scholars speak, and then spoke to them." 

On this point also read what Burke in his treatise on 
the Sublime and Beautiful, says: "I am convinced 
that the method of teaching which approaches most 
nearly to the method of investigation is incomparably 
the best ; since, not content with serving up a few barren 
and lifeless truths, it leads to the stock on which they 
grew; it tends to set the reader [or learner] on the 
track of invention, and to direct him into those paths in 
which the author has made his own discoveries." 

The present work is not to take the place of the 
outlines and classifications of subjects which all true 
students and teachers should make out for themselves, 
but its chief objects are to stimulate and encourage teach- 
ers and pupils to follow this method of teaching and 
studying, and to economize time. 

The outlines are intended to be elastic enough to 
adapt themselves to all the grades above the first 
primary. With ordinary pupils, say in country schools, 
each outline will form a lesson, but if thought too long 
they can be divided. With more advanced pupils or 
those who have previously studied the subjects, the 



INTRODUCTION. 11 

lessons can be made more difficult by requiring deeper 
investigations and fuller reports on the separate topics, 
— or additional topics may be added by the teacher. 

The references in the larger type and immediately 
following the outlines are intended mainly for the ordi- 
nary pupil, as they, it will be seen, refer to school text- 
books, while those references coming next in smaller 
type are to more original sources of information and 
are to be used by more advanced pupils, by the teachers, 
and by those private students who wish a general 
course of reading, or to inform themselves on some 
particular subject. The book is thus made a sort of 
"index rerum " and it is hoped that will prove of value 
to students generally. 

The outlines will also be found valuable in schools of 
all grades for use in daily, weekly and monthly reviews. 
The successful teacher of any branch will make con- 
stant use of review lessons. Not how much, but how 
well, should be the motto of every true teacher. I would 
not be understood, however, as saying that a pupil should 
master all the dry details of a subject before advancing 
further, but I do mean that a pupil should first acquire 
the general principles and leading facts and these should 
be thoroughly fixed in the memory by constant reviews 
and frequent repetition. The details of lesser impor- 
tance can be made to crystallize around these main 
points and should be made a secondary object. For 
example, I would have a class go through the history 
of the United States in one term, taking only the lead- 
ing events, fixing them by frequent reviews, then if a 
second term followed, let them go back and take up the 
details, but keeping ever the leading facts before the 



12 INTRODUCTION. 

pupils. This plan can be followed, to a great extent, 
with every branch. In arithmetic, some modification 
must be made, but with other 'branches the rule will 
hold good. 

The great variety of text-books used in schools 
is a source of great annoyance to teachers, especially 
in ungraded schools, and -everywhere a cause of 
complaint among parents and guardians, who do not 
like to be continually buymg new books. I have found 
a^ many as four different text-books on Geography 
brought to school, the parents insisting that each should 
be used by the pupil. Schools are constantly chang- 
ing teachers and each teacher has his preference for a 
certain author and he persuades the pupils to throw 
away their books and purchase others. The next teach- 
er, however, goes back to the old books or introduces 
new ones again. The agents of enterprising publish- 
ing houses persistently canvass boards of education and 
by arguing the superiority of their books, or by offer- 
ing to sell them at a reduced price and take the old 
books as part pay, persuade them to adopt their books 
in the schools. In this way a great variety of text- 
books have been scattered over the land and in almost 
every country school-house and in almost every family 
will be found two or more text-books on the same sub- 
ject. By the topic method of teaching, the true teach- 
er will be able to turn this fact to advantage. He will 
lead his pupils to study subjects and not books, and the 
fact of there being a variety of books wdll not be a hin- 
drance, but a great advantage to his classes. By the 
old plan of teaching, the teacher would be obliged to 
form as many classes as there were authors, or incur 



INTRODUCTION. 13 

the enmity of parents by insisting on their buying new 
books. 

I would insist on teachers giving preliminary drills 
for each lesson, explaining the outlines where necessar3r 
and telling some facts drawn from their own experience 
and observation, or give information which pupils vAl\ 
not be likely to find in the course of their investigations. 
Pupils should be taught how to investigate and how to 
study. This the true teacher will endeavor to teach by 
preliminary talks and drills. 

Comparatively few persons know how to read a 
book so as to get what they want readily. The teach- 
er should give the proper instruction in this line, and this 
method of teaching will give the pupil ample practice 
in searching for knowledge. It will be observed that 
references are not given to the exact page or part of 
the books where the information can be obtained. This 
would be doing too much for the pupil. He should 
learn to search for himself. The references are given 
in order to lead him to search and not to find for him 
what he should have. The practice of searching dili- 
gently will fix the facts more firmly in his mind. The 
great Teacher said to his pupils, ** Search the Scrip- 
tures, for in them ye think ye have eternal fife." The 
true teacher of to-day, will say to his pupils, " Search 
the books and search Nature, and you will find know- 
ledge." Solomon said, " wisdom is the principal thing, 
therefore get wisdom, but with all thy getting, get un- 
derstanding." The wisdom may be obtained from 
books, but the understanding is trained and developed 
by search and study, and by class drills under the eye 
of a maornetic teacher. 



14 INTRODUCTION. 

The object of this work, then, is not to give informa- 
tion on the subjects, but to put the pupil on the track of 
the information, to tell him where to hunt for it, and to 
hint to him the plan of outhning so that he can outline 
for himself. 

Let the pupils copy the outlines and enlarge them by 
making further sub-divisions of the main points. Let 
them be rearranged with reference to certain particu- 
lars, as is suggested in Outhnes II and IV in U. S. His- 
tory. They may be divided giving to each pupil one 
or more subjects for investigation and report. In this 
way an important or difficult outline may be made the 
subject of several lessons, assigning different topics 
each time to different pupils until all points have been 
investigated by each member of the class. They may 
combine a number of the outlines into one general out- 
line. This is an excellent exercise for review. 

It is not to be supposed that pupils will confine their 
investigations to the books referred to. They should 
be taught to search everywhere for their information. 
The references here given are merely suggestive. 

References are sometimes given to certain poems or 
works of fiction. They are in all cases productions of 
standard merit and if read in connection with the les- 
sons will add a new interest both to the lesson and the 
poem or fiction. 

The mottoes, quotations, and popular sayings which 
are given in connection with some of the lessons may 
be made the sources of much interesting and valuable 
instruction. They can be assigned as themes for essays, 
or committed to memory and will prove suggestive of 



INTRODUCTION. 15 

many interesting events which may be enlarged upon 
by the pupil or teacher. 

A word in regard to the exponential system of out- 
lining now being used by our most progressive Normal 
Schools, will not be out of place here. I have not used 
the exponents except in a few instances, for the reason 
that the outlines are short and give only general heads. 
Pupils, however, should be taught to use this system in 
making out lengthy outlines for review. As will be 
seen by inspection of Outline XIII in U. S. History, the 
large figures indicate the number of the subjects under 
a certain head and the small figures indicate the co-ordi- 
nation and the degree of subordination. For example, 

The Three Wars being the general subject. King Wil- 
lia^n^s War, ^leen Anne's War, and King George's 

War are numbered i, 2, and 3, as the three divisions of 
the subject. The exponent, i, before each of them 
shows that they are subordinate and also the first de- 
gree of subordination to the general subject. In the 
same manner. Cause, Attack on Schenectady, Sir Wm. 
Phtf-ps, and Peace of Ryswick are numbered i, 2, 3, and 
4, as being the four heads under King William^ s War. 
The exponent, 2, before each of them shows they are 
co-ordinate and the second degree of subordination to 
the general subject. 



TABLE OF CONTENTS. 



PAGES, 

Preface 5 

Introduction 7 

Hints to the Teacher 21 

Outlines in U. S. History 22 

Hints to the Teacher 62 

Outlines in Geography 64 

Hints to the Teacher 91 

Outlines in Arithmetic 92 

Hints to the Teacher 115 

Outlines in Grammar n^ 

Hints to the Teacher ' i35 

Outlines in Physiology 13^ 

Appendix i53 

Infinitives and Participles ^55 

Programme for Parsing 15^ 

Models for Parsing i59 

Programme and Models for Written and Verbal 

Analysis 161 

The Use of the Dictionary 161 

(17) 



18 TABLE OF CONTENTS. 

List of Words in Common Use Which are Fre- 
quently Mispronounced i66 

A List of Test Words in Spelling i68 

Order of Topics in the Study of the Natural 

Sciences 1 70 

Order of Subjects in Chemistry 171 

Topic List for the Study of Substances in 

Chemistry 173 

Order of Topics in Botany 176 

Order of Topics in Geology 177 

Arithmetical Solutions 179 

1. Points 180 

2. Model Solutions 180 

Miscellaneous Problems 180 

Reduction of Compound Numbers 182 

Descending 182 

Ascending 182 

Common Fractions 183 

Proportion 183 

Percentage 183 

Teaching Beginners to Read 184 

1. The A, B, C, or Alphabet Method 185 

2. The Drawing Method 185 

3. The Word Building Method 186 

4. The Phonic Methods 186 

1. Phonetic ■ 186 

2. Phonotypic ' 187 

3. Dictionary 187 

5. The Word Method 188 

6. The Object Method 189 

7. Eclectic or Combined Method 190 

Some Good Books for Teachers 191 



TABLE OF CONTENTS. 19 

History ic i 

Fiction 192 

Science 192 

Miscellaneous 192 

Outline of Outlining 193 

Names, Mottoes, &c., of the States 193 



NORMAL OUTLINES OF 

THE COMMON SCHOOL BRANCHES, 



OUTLINES IN U. S. HISTORY. 

HINTS TO THE TEACHER. 

1. Require pupils to enlarge outlines as a daily 
exercise and combine a number of them, as suggested, 
for review. 

2. Review often. Select the most important dates 
and fix them by frequent reviews. More dates may be 
added according to the capacity of the class, but by all 
means thoroughly fix a few of the most important. 
Review exercises may be varied by sometimes giving 
the date and calling on pupils for the event and some- 
times by naming the event and calling on the pupil for 
the date. The teacher may make out a list of names 
of historical persons and call on pupils to tell who they 
were and the time in which they lived. 

3. Have pupils read as in a reading class certain 
portions of the narrative from their school histories. 
Certain portions may be assigned each pupil from the 
book he is using. Occasionally, extracts from poems, 

(21) 



9,9 



NORMAL OUTLINES OF THE 



works of fiction or larger histories, may be read in the 
class, the teacher making the selections and assigning 
to certain pupils the day before. This matter is to be 
regulated, of course, by the size of the class, amount of 
time allotted to recitations and other circumstances. 

4. Teach Geography in connection with History. 
This can best be done by drawing outline maps and 
placing on them historical names and dates as suggested 
in Outline II. 



U. S. HISTORY 



OUTLINE I. 

DISCOVERY OF AMERICA. 

" Can yoii make an esj-g- stand on end ?" 

1. Northmen. (Traditional). 

2. Columbus. 

1. Circumstances which prompted him to the 

effort. 

2. Life and character. 

3. Difficulties to be overcome. 

4. Ferdinand and Isabella. 

5. The Voyage. 

6. Land discovered — give date. 

7. Subsequent Voyages. 

8. Columbus in Irons. 

9. Death and Burial. 

See Anderson's Popular School History of U. S. ; Model School 
History, Taylor; Young Folks' History U. S., Higginson. 
Also, Richardson's History of Our Country; Marco Polo's Travels; Irving's Life 



COMMON SCHOOL BRANCHES. 23 

of Columbus; Prescott's Ferdinand and Isabella; History of the Northmen, Whea- 
ton; America Not Discovered by Columbus, R. B. Anderson. Read Long^fellow's 
♦'Skeleton in Armor;" Lowell's *' Columbus," and "Voyag-e to Vinland;" Whil- 
tier's " Norsemen." 



OUTLINE 11. 

SUBSEQUENT DISCOVERIES. 

Let the pupil draw an outline map of North and 
South America, including the West Indies, and write in 
the proper place the name of the discoverer, with the 
date. The pupil should give a short account of those 
discoverers whose names are in italic type, and the date 
of their discoveries. 

The Cabots, "Prima Vista." 
Vespticci. 

Ponce de Leon. " The Fountain of Immortal Youth." 

Balboa. 

Gnjalvah. 

Magellan 

Cortez. 

De Ayllon. 

Verrazzana. 

James Cartier. 

Cabrillo. 

De Soto. " The first requiems that were ever heard 
on the waters of the Mississippi." 

Laudonniere. 

Alelendez. 

Frobisher. 

Sir Francis Drake. 

Espejo. 



24: NORMAL OUTLINES OF THE 

Sir Humphrey Gilbert. 

" Southward with fleet of ice 
Sailed the corsair Death." 

Sir Walter Raleigh. 
Bartholomew Gosnold. 
Pring and Waymouth, 
Chaniplain. 
Henry Hudson. 
Marquette and yoliet. 
La Salle. 

Let the pupil write this outline, classifying the names 
according to their nationalities and give dates. 

See Henry's School History of U. S.; Swinton's Condensed U. S, 
History; Venable's U. S. History. 

Also, Bancroft's History of U. S. ; Prescott's Conquest of Mexico; Wilmer's Life 
of De vSoto; Adventures and Conquests of Magellan. Read Longfellow's poem, 
" Sir Humphrey Gilbert." 

The pupil may now write a short essay, stating the 
claims of each European nation to American territory, 
and upon what discoveries their claims were based. 



OUTLINE III. 

THE ABORIGINES. 

1. Mound Builders. 

2. Indians. 

1. Probable Origin. 

2. Name. 

3. Their numbers. 

4. Principal Tribes. 

5. Characteristics and Modes of Living. 

I. Personal Appearance. 



COMMON SCHOOL BRANCHES. 



25 



2 

3 

4 

5 
6 

7 
8, 

9 

lO 



Dwellings. 

Mode of Hunting and Fighting. 

Trading — Money. 

Means of Subsistance. 

Treatment of Women. 

General Character. 

Language. 

Religion. 

Government. 

History of U. S., Quackenbos ; Pop. 



See Venable's U. S. History 
School Hist. U. S., Anderson. 

Also, Richardson's U. S. History; Baldwin's Ancient America; Pre-Historic 
Races in U. S., Foster; Schoolcraft's History and Condition of the Indian Tribes; 
Parkman's and Catlin's works on the North American Indians. Read Longfellow's 
" Hiawatha;" Whittier's "Mogg- Megone;" Lowell's "Chippewa Legend;" " Char- 
acteristics of Indians," and " Philip of Pokanoket," in Irving's Sketch-book. 



OUTLINE IV. 

EARLY SETTLEMENTS. 

'♦ Westward the Star of Empire takes its way." 

The places are here arranged in chronological order. 
Let the pupil write them, arranging them according to 
nationality; also according to their permanence or non- 
permanence, and give dates. The names and dates 
may be placed on the map. See Outline II. 

St. Lawrence River. 

Port Royal, S. C. 

Ft. Caroline. 

Si. Atignstine. 

Labrador. 

New Foundland. 

Santa Fe. 



26 NORMAL OUTLINES OF THE 

Roanoke. 

Raleigh. 

Port Royal, Nova Scotia. 

Jamestown. (Outline V). 

Quebec. 

New York. (Outline VIII). 

Plymouth. (Outline VI). 

See Barnes's Brief Hist; Anderson's Grammar School History; 
Campbell's Concise School Hist. 

Also, Life of John Rihaultin Sparks's American Biography, New Series, Vol. VII; 
Ridpath's Pop. Hist. U. S.; Lossing's ist Century, U. S. 

The pupil may now make out an outline of the his- 
tory from 1492 until 1607, giving all points mentioned 
here and enlarging on them. 



OUTLINE V. 

t JAMESTOWN. 

" He that will not work must not eat."— jb//;/ Smith, 

London Company. 

Character of Colonists. 

Sufferings. 

John Smith, Life and Character. 

■^Pocahontas. 

" Starving Time." 

Absence of Women. 

Slavery Introduced. 

Indian Massacre. 

*The story of Pocahontas saving the life of Smith has been dis- 
puted by recent authorities. 

See Harper's School Hist., Scott; Model School Hist., Taylor 
Also, Life of John Smith in Sparks's American Biog., Old Series, Vol. II; Ban- 
croft's and Ridpath's Histories, U. S. 



COMMON SCHOOL BRANCHES. 27 

OUTLINE VI. 

PLYMOUTH. 

"The breaking- waves dashed high 
On a stern and rock-bound coast." 

1. Puritans. (Outline IV). 

1. Origin. 

2. Character. 

2. "The Mayflower." 

3. The first Winter at Plymouth. 

4. Growth and Progress of the Colony. 

5. Government. 

6. Relations with the Indians. 

These points are good themes for essays. 

See Venable's U. S. Hist ; Model School Hist., Taylor. 

Also, Bancroft's Hist, cf U. S.; Banvard's Plymouth and the Pilgrims; Palfrey's 
Hist, of New England. Read Mrs. Heman's "Landing of the Pilgrims;" Long- 
fellow's " Courtship of Miles Standish;" " The Pilgrim Fathers," by John Pierpont 



OUTLINE VII. 

EXTENDED COLONIZATION OF NEW ENGLAND. 

Massachusetts Bay Colony. 

1. John Endicott. 

2. John Winthrop. 

3. Anne Hutchinson. 
Connecticut. 

1. Thomas Hooker. 

2. The Pequod War. 

3. The Three Colonies. 

4. " Charter Oak." 
Rhode Island. 

1. Roger Williams. 



28 NORMAL OUTLINES OF THE 

4. Maine and New Hampshire 

5. Union of N. E Colonies. 

6. King Philip's War. 

7. Salem Witchcraft. 

"The Pequod War," "The Charter Oak," and 
"Roger Williams" are good subjects for essays. 

See Barnes's Brief Hist; Henry's Scliool Hist, of U. S.; Berard's 
School Hist. 

Also, Ridpath'sandBancroft'sIIistoriesj Lives of Thos Hooker, Roger Williams, 
and Johr> Winthrop; Trumbull's Hist. Connccticuti Arnold's Hist. Rhode Island. 
Read Longfellow's'" John Endicott." 



OUTLINE VIIL 

NEW YORK. 

1. Under the Dutch. 

1. Character of the Dutch Settlers, 

2. Peter Stuyvesant. 

2. Under the English. 

1. Duke of York. 

2. Name changed. 

3. Province divided, (New Jersey). 

Write an essay upon the efTects of the Dutch element 
on the subsequent civilization of the State of New 
York. 

See Barnes's Brief Hist. ; Berard's Scliool Hist, 

Also, Barnes's Popular Hist. U. S. ; Histories of New York, by Smith, Duniapand 
Macauley. Read "Rip Van Winkle," and "The Legend of Sleepy Hollow " in. 
Irving's Sketch Book. 



OUTLINE IX. 

VIRGINIA AND MARYLAND. 

I. Virginia a Royal Province. 



COMMON SCHOOL BRANCHES. 29 

1. Sir Wm. Berkeley. 

2. Navigation Act. 

3. Bacon's Rebellion. 

4. Customs and Laws. 
2. Maryland. 

1. Lord Baltimore. 

2. Toleration Act. 

3. Clayborne's Rebellion. 

4. Protestants and Catholics. 

Note the significance of Gov. Berkeley's saying: "I 
thank God there are no free schools nor printing-presses 
in Virginia," in connection with the lack of popular 
education in the South. 

See Barnes's Brief Hist ; Taylor's Model School Hist. ; Venable's 
School Hist. 

Also, Bancroft's and Ridpath's Histories. 



OUTLINE X. 

PENNSYLVANIA AND DELAWARE. 

"I will found a colony for all vtankind.''^—Pe7in. 

William Penn. 

I. Previous History and Character. 

Motives for coming to America. 

Grant of land from Charles II. 

Treaty with the Indians. 

Philadelphia laid out. 

2. The Quakers. 

3. Penn's Laws. 

4. Delaware Settled. 
See Quackenbos'b Hist. U. S. 

Also, Dixon's Life of Wm. Penn. Read " The Pennsylvania Pilgrim," by Whit- 
tier. 



30 NORMAL OUTLINES OF THE 

OUTLINE XI. 

THE C A R O L I N A S . 

1. Settlement. 

1. Lord Clarenden. 

2. Albemarle Colony. 

3. Carteret Colony. 

4. Huguenots. 

2. " Grand^ Model" 

3. North and South Carolina separated. 

See Barnes's Brief Hist.; Anderson's Grammar School Hist 
Also, Ramsay's Hist, of S. C, arra Williamson's Hist, of N. C. 



OUTLINE XII. 

THE LAST OF THE THIRTEEN. 

' ' III trust for the poor ' ' 

1. James Oglethorpe. 

1. Character. 

2. His treatment of the Indians. 

2. Character and Nationality of the Settlers. 

3. Laws. 

1. Slavery. 

2. Rum. 

3. Lands. 

4. Wesley and Whitefield. 

5. Trouble with the Spaniards. 

6. A Royal Province. 

Compare Oglethorpe and Wm. Penn. This is a good 
subject for an essay. 
See Taylor's Model School Hist. ; Henry's School Hist. 

Also, De Verge's Romance of American History; Memoirs of Oglethorpe, by 
Robert Wright. 



COMMON SCHOOL BRANCHES. 31 

The Colonial Period may now be reviewed from 
1607 to 1689. Let the pupil make a complete outline 
of the whole of this Period. 



OUTLINE XIII. 

THE THREE WARS. 

Before studj'ing this outline let the class take a review 
of the discoveries of Marquette and Joliet, and La Salle 
(Outline II). 

ii. King William's War. 

1 2, Cause. 

2*. Attack on Schenectady. 
33. Sir Wm. Phipps. 
42. Peace of Ryswick. 
2I. Queen Anne's War. 

1 3. Cause. 

2^. Attacks of the Colonists. 
1 3. At the South. 

!•*. St. Augustine. 
23. At the North. 

1 4. Port Royal. 

32. Treaty of Utrecht. 
3I. King George's War. 

1 2. Cause. 
22. Louisburg. 

33. Treaty of Aix la Chapelle. 

See Barnes's Bi-ief Hist.; Quackenbos's Hist. U. S. 
Also, Lossing-'s, Bancroft's, and Ridpath's Histories, U. S. 



32 NORMAL OUTLINES OF THE 

OUTLINE XIV. 

THE FRENCH AND INDIAN WAR. 

"They run! They run!" 

1. Cause. 

2. Young Washington. 

3. Ft. Du Quesne. 

1. Braddock. 

2. Forbes. 

4. Acadia and Louisburg. 

5. Ticonderoga and Crown Point. 

6. Niagara. 

7. Quebec. 

1. Wolfe. 

2. Montcalm. 

8. Pontiac's War. 

9. Treaty of Paris. 

See Barnes's Brief Hist.; Taylor's Model School Hist.; Berard's 
School Hist. 

Also, Irving's Life of Washington ; Bell's Hist. Canada; Parkman's Conspiracy 
of Pontiac. Read Longfellow's " Evangeline." 



OUTLINE XV. 

CONDITION OF THE COUNTRY. 

In the times preceding the Revolution there was not to be found in all New En| 
land an adult, born in the country who could not read and write. — Ridpath. 

1. Claims of European Countries to Territory. 

2. Population. 

3. Industries. 

1. Agriculture. 

2. Commerce. 



COMMON SCHOOL BRANCHES. 



33 



3. Manufactures. 

4. Education. 

1. First Printing Press. 

2. First Newspaper. 

3. First College. 

4. Free Schools. 

5. Forms of Government. 

6. Slavery. 

7. Manners and Customs. 

8. Great men of the period. 

Pupils can easily extend this outline by sub-dividing 
the general heads. 

See Swinton's Condensed Hist; Campbell's Concise School Hist; 
Taylor's Model School History. 

Also, Ridpath's Popular Hist. U. S. ; Barnes's Popular Hist. U. S. 

The pupil may now review the whole subject from 
T492 to the Revolution, by making out a complete out- 
line embracing all points mentioned in the preceding 
outlines and adding to them if thought proper. See an 
explanation of the Exponential System of Outlining in 
the Introduction. 



OUTLINE XVI. 

CAUSES OF THE REVOLUTION. 

"Czesar had his Brutus, Charles I his Cromwell, and George lU— " 
"No taxation without representation." 

I. Remote Causes. 

1. Right of arbitrary government claimed by 

Great Britain and denied by the Colonies. 

2. Influence of France. 

3 



34 NORMAL OUTLINES OF THE 

3. Inherited character and National disposition 

of the Colonists. 

4. The growth of public opinion tending to in- 

dependence. 

5. Personal character of George III. 
2. Immediate Causes. 

1. Importation Act. (See Outline ix), 

2. Writs of Assistance. 

3. Stamp Act. 

4. Tax on tea, glass, &c. 

5. Quartering Act, or " Mutiny Act." 

6. Riots in New York and Boston. 

7. "Boston Tea Party;" Boston Port Bill. 

See Taylor's Model School Hist; Barnes's Brief Hist. 

Also, Ridpath's and Bancroft's Histories; Wirt's Life of Patrick Henry; Life of 
James Otis in Spark's American Biog-. Vol. II; Saiiine's Loyalists of the Revolution. 
Read ••Ballad of the Boston Tea Party," by Oliver Wendell Holmes. 



OUTLINE XVII. 

FIRST YEAR OF THE WAR. 
•'In the name of the Great Jehovah and the Contmental Congress." — Etfian Allen, 

Lexington and Concord. 

Ticonderoga and Ethan Allen. 

Bunker Hill and Warren. 

Washington and the Continental Congress. 

Quebec, and Montgomery and Arnold. 

See Venable's School Hist; Anderson's Grammar School Hist. 
Campbell's Concise School History. 

Also, Ridpath's and Bancroft's Histories; Life of Ethan Allen in Spark's Ameri- 
can Biog.; Everett's Life of AVarren; Hist, of the Siege of Boston, Frothingham; 
Lossing's Field Book of the Revolution. Read " Paul Revere's Ride," by Longfel- 
low; •' Hymn at Completion of Concord Monument," by R. W. Emerson; "Warren s 
Address Before the Battle of Bunker Hill," by John Pierpont; " Lexington," and 



COMMON SCHOOL BRANCHES. 35 

«' Grandmother's Story of Bunker Ilill Battle," by Oliver Wendell Holmes. " The 
Green Mountain Boys," by Bryant. 

Capt. Aaron Burr stood beside Montgomery when he fell, snatched 
his dead body and dragged it away from the fire of the enemy. Ar- 
nold had sent him to bear the tidings that he would join in the attack 
on Quebec. 



OUTLINE XVIII. 

«76." 

"Ring! ring!" 
" Proclaim Liberty throiighout the Land, unto all the inhabitants thereof." 

Boston Evacuated. 

Charleston. (Sergeant Jasper). 

Independence. 

Long Island. (New Jersey prison ships). 

Washington's Retreat. (Capt. Nathan Hale). 

Crossing the Delaware. 

Franklin and France. (See Outline xx). 

See Barnes's Brief Hist. ; Henry's School Hist. 

Also, Lives of the Signers of the Declaration; Lossing's Field Book of the Revo- 
lution; Irving's Life of Washington. Read the Declaration of Independence; 
"Seventy-Six," by Bryant. 



OUTLINE XIX 

THE DARKEST HOUR OF THE REVOLUTION. 

•'These ai-e the times that try men's souls." 

Battle of Princeton. (" In the morning we will bag 
the fox." Cornwallis). 

Battle of Bennington : (" Molly Stark"). 
Stars and Stripes Adopted. 



36 NORMAL OUTLINES OF THE 

Battle of Brandywine. (La Fayette ; Pulaski). 

Battle of Germantown. (Lydia Darrah). 

J3urgoyne's Sur7'ender. 

Valley Forge. (Conway Cabal). " If the cause is 
advanced, indifferent is it to me where or in what quarter 
it happens." Washington to Patrick Heiiry during the 
Cabal. 

Set Venable's School Hist. ; Taylor's Model School Hist. ; Ander- 
son's Gi-ammar School Hist. 

Also, Barnes's Popular Hist. ; Ridpath's Popular Hist. ; Parton's Life of Frank- 
lin. Read " The American Fhii*^," by J. R. Drake. 



OUTLINE XX. 

FOURTH YEAR OF THE WAR. 

"Stand by now, my brave grenadiers!" — Gen. Chas. Lee. 

France to the Rescue. (See Outline xviii). 
Battle of Monmouth. (Gen. Chas. Lee). (" MoUie 
Pitcher"). 

D'Estaing's Fleet. 

Massacre of Wyoming. 

Savannah. (Pulaski). (See Outline xix). 

See Henry's School Hist. ; Barnes's Brief Hist. ; Quackenbos's Hist. 
U.S. 

Also, Ridpath's and Barnes's Histories. Read " Banner of Pulaski," by Longfel- 
low; "Wyoming," by Fitz Green Halleck; "Gertrude of Wyoming," by Campbell. 



OUTLINE XXI. 

FIFTH YEAR OF THE WAR. 

'I have not yet begun to fight."— Prt/// Jones. 

I. The War at the North. 



COMMON SCHOOL BRANCHES. 37 

1. Capture of Stony Point. (Mad Anthony). 

2. Gen. Sullivan's Expedition. 

2. The War at the South. 

I. Siege of Savannah. (Pulaski and Sergeant 
Jasper). (See Outlines xviii and xix). 

3. The War on the Ocean. 

John Paul Jones. 

See Anderson's Grammar School Hist.; Campbell's Concise School 
Hist. 

Also, Ridpath's Pop. Hist.; Barnes's Pop. Hist.; History of Our Country. Rich- 
ardson; Simms's, Hamilton's and Sherbourne's Life of Paul Jones; Cooper's Hist. 
of the Navy; Several fictions founded on the life of l^aul Jones. 



OUTLINE XXII. 

THE SIXTH YEAR OF THE WAR. 

"The British soldier trembles 

When Marion's name is told." 

"Beware your Northern laurels do not turn to Southern willows." 

Siege of Charleston. 
Battle of Camden. (De Kalb). 
Marion and Sumter. 
Arnold and x\ndre. 

Depreciation of the Continental Money. (Robt. Mor- 
ris). 

Battle of King's Mountain. 

See Barnes's Brief Hist. ; Henry's School Hist. 

Also, IJfe of Marion; "SVinthrop and Sarg^ent's Life and Career of Major Andre; 
Marshall's Life of Washinj^^ton. Read " Sonjj of Marion's Men," by Bryant; "An- 
dre's Request to Washin<fton," by N. P. Willis. 



38 NORMAL OUTLINES OF THE 

OUTLINE XXIII. 

FINAL STRUGGLE. 

"With a heart full of love and o-ratitude, I now take leave of you." — Washino^ton. 

Battle of Cowpens. 

The General who never gained a battle nor never 
lost one. 

Battle of Eutaw Springs. 

Richmond burned by Arnold. 

YoRKTOWN. " Past two o'clock, and Cornwallis is 
taken!" 

Peace. 

See Henry's School Hist.; Anderson's Grammar School Hist.; 
Young Folk's Hist. U. S., Higginson. 

Also, Thacher's Military Journal of the Revolution; Marshall's Life of Washing- 
ton; Bancroft's Hist. U. S. Read Whittier's " Yorktown." 



OUTLINE XXIV. 

AFTER THE WAR. 

*' We are one nation to-day and thirteen to-morrow." — Washington. 

1. Condition of the Country. 

1. Finances. 

2. Jealousies between States. 

2. Shay's Rebellion. 

3. Constitution. (Articles of Confederation). (See 

Outline xxvi). 

4. Two Political Parties. 

5. Emigration West. 

See Quackenbos's School Hist.; Taylor's Model School Hist; 
Young Folk's Hist. U. S., Higginson. 

Also, Ridpath's and Barnes's Popular Histories; Greeley's American Conflict; 
Madison Papers; Histories of Kentucky and Tennessee. Read Articles of Confed- 
eration and The Constitution. 



COMMON SCHOOL BRANCHES. 39 

OUTLINE XXV. 

RECAPITULATION OF REVOLUTIONARY PERIOD. 

Let the pupil elaborate the outline by placing the 
names and dates under the proper heads. 

1. Battles. 

1. American Victories. 

2. British Victories. 

3. Indecisive. 

2. Prominent Men. 

1. Soldiers. 

1. American. 

2. British. 

2. Statesmen. 

1. American. 

2. British. 

3. Chronological Table of Events. 

See BaldAvin's Historical Map of the Revolutionary and French and 
Indian Wars; Battles of the Revolution, Carrington. 



OUTLINE XX VI. 

OUR GOVERNMENT. 

" £ p/uribtis tiiiiDi!.''' 

Confederate. 
1 3. Time and Duration. 
2^. Code = Articles of Confederation, 
i^. Preparation. 

Adoption. 

Ratification. 

Peculiarities. 

Defects. 



40 NORMAL OUTLINES OF THE 



3'- 


National Convention. 




iK 


By whom Called? 




2\ 


Objects. 




3'- 


Results. 


4'- 


Political Parties. 




I3. 


Federalist. 

1 4. Time and Duration. 

2^. Principles. 

34. Supporters. 




23. 


Anti-Federalist. 


1. Federal. 




l3. 


Time and Duration. 


22. 


Code r= Constitution. 




i\ 


Origin. 




2K 


Objects. 




• 


Objections. 




4-^- 


Amendments. 




5^- 


Adoption. 




63. 


Ratification. 




73. 


Provisions. 

1 4. Departments. 

i^ Legislative. 
16. Senate. 
2^. House of Reps. 
2^. Executive. 

i«. President. 
2 6 . Cabinet. 
3^. Judicial. 



It is hoped this outline will prove suggestive to the 
pupil. He may extend it by further sub-division. We 
would impress the necessity of a thorough study of 



COMMON SCHOOL BRANCHES. 41 

our government, the grandest and best yet devised by 
man. 

See Henry's School Hist.; Taylor's Model School Hist. 

Also, Andrew's ISIanual of the Constitution; Martin's Civil Government; Analy- 
sis of Civil Government, Townsend; Citizen's Manual of Government and I.aw, 
Young; Nordhoft"'s Politics ior Yoim<^ Americans; The p^ederalist. 



OUTLINE XXVII. 
Washington's administration. 

"First in war, first in peace, and first in the hearts of his countrymen.' 

1. The First Cabinet. 

2. Domestic Affairs. 

1. Finances; National Bank. 

2. Whisky Insurrection. 

3. Indian Wars. (" Mad Anthony"). 

4. Seat of Government estabhshed. 

5. Three New States Admitted. 

3. Foreign Affairs. 

1. Treaty with England. (John Jay). 

2. Spain and Algiers. 

3. France. (" Citizen Genet"). 

4. Political Parties. 

5. Cotton Gin invented. 

6. Character of Washington. 

Let the pupil arrange the events in Chronological 
order. 

See Barnes's Brief Hist.; Anderson's Grammar School Hist. 
Also, Hildreth's Hist. U. S.; Life of John Jay, by William Jay; Marshall's, 
Spark's and Irvine's Life of Washins^ton; Barnes's Pop. Hist. Read Washington's^ 
Farewell Address. 



42 NORMAL OUTLINES OF THE 

OUTLINE. XXVIII. 

JOHN ADAMS's ADMINISTRATION. 

"Millions lor defense but not one cent for tribute." 
"The Colossus of Indcj)enilence." 

Election. 

Difficulties with France. 

Alien and Sedition Laws. 

Death of Washington. 

Life and Character of Adams. 

Capital removed to Washington. 

See Taylor's Model School Hist; Lossing's Outline Hist, U. S. 

Also, Ridpath's Pop. Hist. ; Life of John Adams, by Charles Francis Adams; 
Hildreth's Hist. U. S. ; Richardson's Hist, of Our Country. 



OUTLINE XXIX. 

Jefferson's administration. 

"The Sag-e of Monticello." 

Election. 

Purchase of Louisiana. 

The Lewis and Clarke Expedition. 

War with Tripoli. (Decatur). 

The First Steamboat. ("Fulton's Folly"). 

Trouble with England Again. 

1. Right of Search. 

2. Orders in Council. 

3. Milan Decree. 

4. Embargo Act. 

7. Burr and Hamilton. (See Outline xvii). 

8. Ohio Admitted. 

9. Life and Character of Jefferson. 



COMMON SCHOOL BRANCHES. 43 

The Embargo Act Avas the subject of much ridicule. Its opponents 
spelling it backward called it the " O grab me Act." 

See Taylor's Model School Hist., Svvinton's Condensed Hist. 

Also, Tucker's and RandiiU's Life of Jefterson; RcitlunuUer's Alexander Hamil- 
ton; History of Our Country, Richardson; Parton's Life of Aaron Burr; Lewis 
and Clarke's Travels, 



OUTLINE XXX. 
Madison's administration. 

" Free Trade and Sailor's Rights." 

1. Election. 

2. Indian Trouble. 

I. Battle of Tippecanoe. (W. H. Harrison). 

3. War of 1812. (See Outline xxxi). 

1. Cause. 

2. Public Sentiment in Regard to the War. 

4. Louisiana and Indiana Admitted. 

5. Life and Character of Madison. 

See Quackenbos's History U. S. 

Also, Hildreth's Hist. U. S.; History of Our Country, Richardson; Lives of the 
Presidents; Rives's Life and Times of Madison; History of Indiana, by Goodrich 
& Tuttle. 



OUTLINE XXXI. 

THE WAR OF l8l2. 

" Don't give up the ship." 

" We have met the enemy and they are ours. 

I. Land Engagements. 

1. Hull's Surrender. 

2. Battle of the Thames. 



44 NORMAL OUTLINES OF THE 

3. Lundy's Lane. (Young Winfield Scott). 

4. Washington City Captured. (Star Spangled 

Banner). 

5. '' Behind the Cotton Balesr (Andrew Jack- 

son). 

2. Naval Engagements. 
The Constitution and The Guerriere. 
The Wasp on a Frolic. 
Decatur and The Macedonian. 
Bainbridge and The Constitution. 
The Peacock strikes Colors to The Hornet, 
Capt. Lawrence and The Chesapeake. 
Perry^s Victor'y. 
MacDonough and Lake Champlain. 

3. Peace. 

Let the pupil arrange the events in chronological 
order. 

See Henry's Scliool Hist. ; Venable's U. S. Hist. ; Campbell's Con- 
cise Hist. 

Also, Richardson's Hist, of Our Country; Headley's Second War with England; 
Campaign of 1S12, by James Freeman Clarke; Parton's Life of Jackson; Cooper's 
Naval Hist. U. S.; Lossine's Field Book of the War of'i8i3;.Mackenzie's Life of 
Oliver H. Perry. Read " Star Spangled Banner." 



OUTLINE XXXII. 



"The era of good feeling.' 

Election. 

Politics. 

The Seminole Indians. 

The Acquisition of Florida. 



COMMON SCHOOL BRANCHES. 45 

"The Monroe Doctrine." 

The Missouri Compromise. 

" The Nation's Guest." 

The Erie Canal. 

Five New States. 

Life and Character of Monroe. 

See Quackenbos's School Hist. U. S.; Venable's U. S. History. 

Also, Ridpath's Pop. Hist; W. H. Seward's Life of J. G^ Adams; Lives of the 
Presidents. 



OUTLINE XXXIII. 

J. Q. ADAMs's ADMINISTRATION. 

"The Old Man Eloquent." "The Walking Vocabulary." 

Election. 

Death of Adams and Jeflerson. 

Anti-Masonry . 

First Steam Railway. 

High Protective Tariff. 

Life and Character of J. Q. Adams. 

See Taylor's Model School Hist.; Henry's School History. 

Also, Barnes's Pop, Hist.; W. IT. Seward's Life of John,Q.uincy Adams; Inger- 
soll's Second War with Great Britain. 



OUTLINE XXXIV. 

JACKSON's administration FIRST TERM. 

"To the Victors belong- the Spoils." 

"The L^nion! It must and shall be preserved." 

"I-iberty and Union, now and forever, one and inseparable." 

" I would rather be rig-ht than be President." 

Election. 



46 NORMAL OUTLINES OF THE 

Death of Monroe. 

Veto of the U. S. Bank Bill. 

Asiatic Cholera. 

Black Hawk War. 

JViillificattoJi. 

Clay's Compromise. ("The Great Pacificator"). 

See Taylor's Model School Hist.; Barnes's Brief Hist.; Henry's 
School History. 

Also, Ridpath's Pop. Hist. ; Parton's Life of Jackson; Jenkins's Life of Calhoun; 
Sargent's I^ife of Clay; Curtis's life of Daniel "Webster; Banvard's Life of Daniel 
Webster. Read Webster's and Haynes's Speeches in the famous debate. 



OUTLINE XXXV. ^ 

Jackson's administration — second term. 

"Old Hickory," 

Public Funds removed from U. S. Bank. 
Whig Party Organized. 
Meteoric Display. 
Seminole War. (Osceola). 
• Two more States Admitted. 
Death of Madison, Randolph and Marshall. 
Life and Character of Jackson. 

See Henry's School Hist.; Barnes's Brief Hist.; Venable's U.S. 
History. 

Also, Sprague's Florida War; Barnes's Pop. Hist.; Parton's Life ofJa<,kson; 
Cobbett's Life of Jackson. Read "The Seminole's Defiance-" "Osceola," by A.B. 
Street; " Osceola," by Mayne Ried; Whittier's " Randolph of Roanoke." 



OUTLINE XXXVI. 



The first President born after the Revolution. 



COMMON SCHOOL BRANCHES. 47 

The Cherokees removed. 

Great Fina7icial Panic. 

" The Patriot War." 

Anti-Slavery Agitation. 

Hard Cider and Log Cabin Campaign. 

Life and Character of Van Buren. 

See Barnes's Brief Hist; Anderson's Pop. Hist, U. S. 

Also, Public Men and Events, Sarg-ent; Lives of the Presidents. Read Poem by 
Whittier, "On Reading the Message of Gov. Ritner, of Pennsylvania," and other 
poems on Slavery by Whittier, Lowell and others. 



OUTLINE XXXVII. 



"Tippecanoe and Tyler too." 

Death of Harrison. 

Tyler Vetoes U. S. Bank Bill. 

Ashburton-Webster Treaty. 

The Dorr Rebellion. 

Three Great Inventions. 

Three New States. 

The Mormons. 

Life and Character of Harrison; of Tyler. 

See Taylor's Model School Hist; Anderson's Pop. Hist; Swinton's 
Condensed History. 

Also, Ridpath's Pop. Hist.; Lives of the Presidents; Gunnison's Hist, of Mor- 
inonism; Hyde's Mormonism; The Works of Beadle, Turner and Dixon on Mor- 
monism. Read N. P. Willis's "Death of Harrison." 



OUTLINE XXXVIII. 

folk's ADINIINISTRATIONo 

'Fifty -four forty or fig-ht." "All Oregfon or :ione. 



48 NORMAL OUTLINES OF THE 

Annexation of Texas. 
Smithsonian Institute. 
Mexican War. (See Outline xxxix). 
Northern Boundary of U. S. 
Gold Discovered in California. 
Two more States Admitted. 
Death of John Quincy Adams. 

See Taylor's Model School History. 

Also, L. Chase's History of the Administration of Polk; Tuthill's Hist, of Cali- 
fornia; Greenhow's History of Oregon and California; Seward's Life of John 
Quincy Adams; Lowell's "Big-low Papers." 

The pupil may now outline the history of our country 
irom the Revolution to the Mexican War. 



OUTLINE XXXIX. 

THE MEXICAN WAR. 

"Gen. Taylor never surrenders." 
"A little more grai)e, Capt. Bragg." 

Palo Alto. (" Rough and Ready "). 

Resaca de la Palma. 

Monterey. 

"The American Path-Finder," and Gen. Kearney. 

Buena Vista. 

San Juan de Ulloa. 

Cerro Gordo. 

Churubusco and Contreras. 

Mexico and Gen. Scott. 

Results of the War. 

See Henry's School Hist. ; Campbell's Concise School Hist. ; U. S. 
Hist., Quackenbos. 



COMMON SCHOOL BRANCHES. 49 

Also, Mansfield's and Mayer's Hist, of Mexican "War; Frost's Hist, of America ; 
Mansfield's I.ife of Scott. Read "The Angels of Buena Vista," by Whittier ; "Mon 
terey," by Chas. F. Hoftinan. 



OUTLINE XL. 

TAYLOR AND FILLMORE's ADMINISTRATION. 

"I have tried to do my duty." — Last words of Taylor. 

Election. 

Death of Taylor. 

California Admitted. 

Omnibus Bill. (Fugitive Slave Law). 

Filibusters. 

Three Great Statesmen die. 

The Search for Sir John Franklin. 

Life and Character of Taylor; of Fillmore. 

See Taylor's Model School Hist.; Venable's U. S. History. 

Also, Ridpath's Pop. Hist.; Richardson's Arctic Expedition; Powell's Life oj 
Taylor. 



OUTLINE XLL 

Pierce's administration. 

"Bleeding- Kansas." "Popular Sovereignty." 

The Crystal Palace. 

The Gadsden Purchase. 

The Know-Nothings. 

Treaty with Japan. 

Kansas-Nebraska Bill. (" The Little Giant "). 

Republican Party Organized. 

See Taylor's Model School Hist; Young Folk's History, Higgin- 
son. 
Also, Ridpath's and Barnes's Pop. Hist's.; Sheahan's Life of S. A. Douglas. 

4 



50 NORMAL OUTLINES OF THE 

OUTLINE XLII. 
Buchanan's administration. 

"The Bachelor President." 
" If any man attempts to haul down the American flag, shoot him on the spot." 

Trouble with the Mormons. 
The "Dred Scott" Decision. 
John Brown's Raid. 
Three more States. 
Atlantic Cable. 
Petroleum. 
Secession. 

See Taylor's Model School Hist.; Barnes's Brief History; Young 
Folk's Hist. U. S., Higginson. 

Also, Richardson's Hist, of Our Coimtry; Barnes's Pop. Hist.; Lippincott's Bia 
graphical Diet. Read Whittier's "John C. Fremont." 



OUTLINE XLIII. 



"Honest Abe." "The Railsplitter." 

The Great Civil War. (See Outlines xliv to 
xlviii). 

Emancipation Proclamation. 
Greenbacks. 
Two more States. 
Assassination of Lincoln. 
Life and Character of Lincoln. 

See Taylor's Model School History. 

Also Mrs. Stowe's Men of Our Times; Raymond's, Barrett's, Crosby's and Hol- 
land's Life of Abraham Lincoln; Ridpath's Pop. History. Read poem on the "As- 
assination of Lincoln," by the London Ptnic/i, quoted in Ridpath's Pop. History. 



COMMON SCHOOL BRANCHES. 



51 



OUTLINE XLIV. 

THE GREAT CIVIL WAR. 

"This is a nation and not a league."— A7idre7V Jackson. 

Causes. 

1 3. Remote. 

1 3. Different Constructions put upon the 

Constitution. 
2^. Different Industrial Interests. 
33. Questions growing out of Slavery. 

1 4. Agitation of the question by 
Abolitionists. 
Missouri Compromise. 
Nullification. 
Annexation of Texas. 
Fugitive Slave Law. 
Kansas-Nebraska Bill- 
Dred Scott Decision. 
John Brown's Raid. 
Want of Intercourse between North 

and South. 
Publication of Sectional Books. 
Influence of Demagogues. 



24 

64 

84 



5^- 
63. 



22. Immediate. 



Election of a Northern man for 

President. 
Secession of States. 
Attack on Ft. Sumter. 



1^. 

21. Duration. 
31. Results. 

See Swinton's Condensed U. S. History. 
Also, Greeley's American Conflict; Hist, of the Civil War, Draper; Richardson's 



llist. of Our Country. R( 



'Uncle Tom's Cabin" and "Dred," by Mrs. Stowe. 



52 NORMAL OUTLINES OF THE 

OUTLINE XLV. 

FIRST YEAR OF THE WAR. 

" On to Richmond !' 
"See, there's Jackson standins^ like a stone wall!" 

Ft. Sumter Evacuated. 
Call for 75000 men. 
First Blood Shed. 
Bull Run. ("Skedaddle"). 
The Trent Aftair. 

See Ridpath's School Hist.; Venable's U. S. Hist. 

Also, Dabney's Life oi Stonewall Jackson; Draper's American Civil War; Head- 
ley's Hist, of the Rebellion. 
Read "Through Baltimore," and "Scotland the Veteran," by Bayard -Taylor. 



OUTLINE XLVI. 

SECOND YEAR OF THE WAR. 

" I propose to move immediately ujion your works." — U. S. Grant. 
" The Battle of the Iron Ships." 

1. Objective points of the Campaign. 

1. Opening the Mississippi. 

2. Blockade of Southern Ports. 

3. Capture of Richmond. 

2. Capture of Forts Henry and Donelson. 

3. The Merrimac and the Monitor. ("The Yankee 

Cheese-box"V 

4. Battle of Shiloh. 

5. Capture of New Orleans. 

6. Seven Days's Battle. 

7. Battle of Antietam. 

8. Battle of Murfreesboro. 



COMMON SCHOOL BRANCHES. 53 

See Venable's U. S. History; Campbell's Concise School Hist; Hist, 
of U. S., Quackenbos; Lossing's Outline Hist. U. S. 

Also, Mrs. Stowe's Men of Our Times; Pollard's "Lost Cause;" Badeau's Military 
Hist, of U. S, Grant, Read " The Battle Autumn of 1862," and " Barbara Frietchie " 
by Whittier; "The Washers of the Shroud," by Lowell; "The Cumberland," by 
Longfellow. 



OUTLINE XLVII. 

THIRD YEAR OF THE WAR. 

"The turninir point of the war." 

"We shall nobly save, or meanly lose the last best hope of earth." — Abraham Lin- 
coln. 

Battle of Chancellorsville. 
Battle of Gettysburg. 
Fall of Vtcksburg. 
Conscription Riot. 
John Morgan's Raid. 
Chickamauga and Chattanooga. 

See Lossing's Outline Hist., U. S.; Young Folk's Hist. U. S., Hig- 
gin&on. 

Also, Headley's Hist, of the Rebellion; Badeau's Military Hist, of U. S. Grant. 
Read, "The Hive at Gettysburg," by Whittier; " Gettysburg Ode," by Bayard Tay- 
lor. 



OUTLINE XLVIII. 

THE CLOSING CONFLICTS. 

"I will fight it out on this line if it takes all summer."— G^;-a« A 
"Turn boys, turn, we are going back." — Sheridan. 

The third Lieutenant General. 

Wilderness, Spottsylvania and Cold Harbor. 

The Alabama and the Kearsarge. 



54 NORMAL OUTLINES OF THE 

Atlanta Captured. 
.Sheridan at Winchester. 
'' March to the Sear 
Lee Surrenders to Grant. 
Jefferson Davis Captured. 

See Venable's U. S. Hist.; Barnes's Brief Hist.; Anderson's Pop. 
Hist, U. S. 

Also, Ridpath's Pop. Hist.; Draper's American Civil War. Read Whittier's 
';^' Howard at Atlanta;" " Sheridan's Ride," by T. Buchanan Read. 



OUTLINE XLIX. 

RECAPITULATION. 

The pupil may elaborate as in Outline xxv. For re- 
view he may outline the history from the Mexican War 
to the Great Civil War. 
ii. Battles. 

1 2. Federal Victories. 
2^. Confederate Victories. 
32. Indecisive. 
21. Prominent Men. 
1 2. North. 

1 3. Soldiers. 

i^. Army. 
2*. Navy. 
2^. Statesmen. 
22. South. 

1 3. Soldiers. 

1 4 . Army. 
2^. Navy. 
2^. Statesmen. 



COMMON SCHOOL BRANCHES. 55 

31. Cost of the War. 

1 2. Life. 

2 2. Treasure. 

1 3. Bonds. 

2^. Greenbacks. 

3''^. Sanitary and Christian Commissions. 

See any Common School histories. 

Also, any history of the Great Civil War and other works which the teacher maj^ 
be able to suggest. Read Lowell's "Commemoration Ode;" ''The Blue and the 
Gr^y.'' 



OUTLINE L. 



JOHNSON S ADMINISTRATION. 

"Cyrus laid the Cable." 

Amnesty. 

13th Amendment. 

Trouble between the President and Congress. 

Atlantic Cable. 

Nebraska and Alaska. 

Maximilian and Mexico. 

Impeachment. 

Seceded States Readmitted. 

14th Amendment. 

Treaty with China. 

See Campbell's Concise School Hist.; Barnes's Brief Hist; Swin- 
ton's Condensed U. S. History. 

Also, Richardson's Hist, of Our Country; Congressional Globe. 



56 NORMAL OUTLINES OF THE 

OUTLINE LI. 

grant's ADMINISTRATION. 
«* Take care of the Civil Rights' BilV'—Lasi words of Stimner, 

Pacific Railroad. (" The golden spike "). 

15th Amendment. 

San Domingo Aftair. 

Alabama Difficulty. (" Geneva Award "). 

Chicago Fire. 

l^he Modocs. 

The 38th State. 

Centennial. 

See Anderson's Pop. Hist. ; Henry's School Hist.; Lossing's Out- 
line History. 

Also, Centennial Hist. U. S., McCabe; Richardson's Hist, of Our Country; Head- 
ley's, Mansfield's and Richardson's Histories of U. S. Grant; Parton's Life of 
Horace Greeley. 



OUTLINE LIL 

Hayes's administration. 

"He serves his party best, who serves his country best." 

The Electoral Tribunal. 
The Louisiana Trouble. 
The South Carolina Trouble. 
The Fishery Dispute. 
Railroad Riots. 
Recent Events.' 

See Henry's School Hist; Anderson's Pop. Hist. 

The teacher should be a reader of the new^spapers 
and keep himself posted concerning the events which 
are daily taking place. 



COMMON SCHOOL BRANCHES. 



57 



The pupil may now outline the history from the 
Great Civil War to the present time. 



OUTLINE LIII. 



OUR PRESIDENTS 



No. 



Names. 


Party. 


Term s. 


State from 


Birth. 


Death. | 






From 


To. 


which 
Elected. 


when 


where. 


when 


where . 



Remarks. 



The pupil will readily see how the above table may 
be filled out. The greater number of the points may 
be obtained from the ordinary text-books. 



OUTLINE LIV. 



OUR EMINENT CHARACTERS. 

Statesmen. I Soldiers. I Inventors. I Artists. I Poets. I Authors. I Scientists. 



The names of the persons, whether men or women, 
should be placed under the proper heads, and the time 
in which they lived may be indicated by arranging in 
groups or by dates written after the names. 

See Venable's U. S. Hist.; Henry's School Hist; Monteith's 
Youth's Hist., U. S. . 

Also, Mrs. Stowe's Men of Our Times; Parton's Famous Americans of Recent 
Times; Lippincott's Biographical Dictionarj\ 



.58 



NORMAL OUTLINES OF THE 

OUTLINE LV. 



WARS. 



Names. 



Parties 
Engaged. 



Cause. 



Results. 



It will be observed that the above table when filled 



COMMON SCHOOL BRANCHES. 59 

out will not have an exact chronological arrangement. 
The pupil may prepare a chronological table of the 
Wars, giving the principal battles and dates. 



OUTLINE LVI. 

THE STATES. 

To be filled out by the pupil. 

Names. | Settled. | Admitted. I Area. 1 Oris^in of Name. 

I When. J Where, j By Whom. 

See Henry's School Hist.; Lossing's Outline Hist.; Swinton's Con- 
densed U. S. Hist. 



No. 



OUTLINE LVII. 

ACQUISITION OF TERRITORY. 

Original Territory. 

Louisiana Purchase. 

Florida Purchase. 

Oregon. 

Texas, California, &c. 

Alaska. 

Probabilities of Future Acquisitions. 

See Anderson's Pop. Hist., U. S.; Harper's School Hist, Scott. 



OUTLINE LVIII. 

CONTEMPORANEOUS HISTORY. 

Let the pupil name the principal events in U. S. His- 
tory nearly corresponding in time to those here given : 



60 NORMAL OUTLINES OF THE 

Fifteenth Century: 

Printing Invented. 

Civil Wars in England. 
Sixteenth Century: 

The Reformation Begins. 

Revolution in England. 

Queen Elizabeth Begins to Reign. 

Church of England Established. 
Seventeenth Century: 

Shakespeare died. 

Milton died. 

Peter the Great and Charles XII of Sweden. 

Louis XIV. 

House of Stuart. 
Eighteenth Century: 

Frederic William I. 

House of Hanover. 

George III. 
Nineteenth Century: 

French Revolution. 

Napoleon I. 

Austrian Empire Founded. 

Queen Victoria Begins to Reign. 

See Wilson's Outlines of History ; Lj-nian's Historical Chart 



GENERAL REFERENCES. 



Border Wars of American Revolution, Life and 
Times of Red Jacket, and History of Wyoming, 
by Wm. L. Stone; Early Navigators or Lives 
and Voyages of Drake, Cavendish and Dampier; 



COIVIMON SCHOOL BRANCHES. 61 

Lippincott's Cabinet Histories of the States; History 
and Conquest of America, by Wm. Robertson ; Spark's 
American Biography; American Archives; American 
State Papers; The Federalist; Chaplin's Life of 
Chas. Sumner; Life of Israel Putnam, Tarbox; Lives 
of Franklin, Daniel Boone and Captain Kidd, by 
John S. C. Abbott; Bancroft's Life of Washington; 
Hart's Manual of American Literature; Belknap's 
American Biograph}^; Blake's History of the Ameri- 
can Revolution; Bonner's Child's History of the 
U. S. ; The Great Rebellion, by John Minor Botts ; 
Brodhead's History of New York; Draper's Future 
Civil Policy of America; Dv^ight's History of Connect- 
icut; Autobiography of Benj. Franklin; Lew^is and 
Clarke's Travels ; Mackay's Travels in America ; Rich- 
ardson's Arctic Expedition; War Between the States, 
Alex. H. Stevens; Pocahontas, and Brant and Red 
Jacket, two volumes by Edward Eggleston, and Lillie 
Eggleston Seelye ; The North Americans of Antiquity, 
by John T. Short. 



OUTLINES IN GEOGRAPHY. 

HINTS TO THE TEACHER. 

T. Map drawing should form a part of every lesson, 
but should not be made a hobby. Require pupils to 
draw a small portion of a map each day. The maps 
should be drawn on paper with lead pencil. Cheap 
book paper such as is used for printing newspapers, or 
tea paper used for wrapping goods will answer very 
well. Sized or writing paper should never be used. 
The papers should be preserved and as the pupils pro- 
ceed with the subject their maps will develop gradually 
under the eye and instruction of the teacher. (See 
Outline of Cartography in Normal Question Book). 

2. Outline I is to show what points should be 
brought out in the first recitations of a beginning class 
and i'fe intended only for primary pupils and as a train- 
ing lesson in Methods of Teaching. Drill thoroughly 
until pupils comprehend the ideas of direction and the 
use of a map. Illustrate the shape of the earth by a 
globe or some spherical object. 

3. The study of Geography should begin with the 
study of the localities near home, but a thorough studv 

(62) • 



COMMON SCHOOL BRANCHES. 63 

of any countiy can not be made until the pupil is ac 
quainted with certain general terms and has some idea 
of the size, shape and structure of the earth. For this: 
reason the first lessons we have outlined are of this 
character, but right along with these the pupil should 
be taught a knowledge of home Geography by a series 
of lessons on map drawing. After the pupil has learned 
to map the school-room and school-yard and adjoining 
farms or the town or village in which he lives, he may 
proceed to a map of the county, dividing into townships 
and showing towns, villages, streams and other objects 
of interest. From this he may proceed to draw a map 
of his own state. A little work of this kind every day 
in connection with the lessons here outlined, will afford 
variety and interest and at the same time teach a valua- 
ble knowledge of local Geography. 

4. It will be seen that there are many ways in which 
the subjects of Geographical study may be outlined. I 
have adopted no uniform plan but have constructed 
each outline according to such a plan as seemed best 
adapted to the case in hand. It is hoped the outline will 
prove suggestive to the teacher and that he will lead, 
his pupils into the habit of outlining and classifying 
every subject which they may study. 

5. It will be observed that many of the outlines give 
information which the pupil should be able to give from 
memory. In such cases the teacher should write the 
main heads on the board and by questions draw out of 
the class the sub-divisions, which may be written down 
as stated by the pupils. 

6. The special outlines, or those following No. xix, 
(ixe intended mainly for reviews and for advanced class- 



64 NORMAL OUTLINES OF THE 

es. Particular attention should be paid to the Geogra- 
phy of our own countr}-. In the study of foreign coun- 
tries, only the main facts need be noted. 



GEOGRAPHY 



OUTLINE I. 

INTRODUCTORY. 

1. Draw Map of School-Room. 
I. Mark the Objects. 

2. Draw Map of Play Ground. 
I. Mark the Objects. 

3. Direction. 

I. Cardinal and Semi-cardinal Points. 

1. How Found. 

2. How Shown on Map. 

4. Draw Map of a Farm or Town. 

1. Mark the Divisions. 

2. Mark the Objects. 

5. Shape of the Earth. 

6. Definition of Geography. 

It may be necessary to make two or more lessons of 
this outline. 



OUTLINE 11. 

THE LAND. 

i^. Natural Divisions. 



COMMON SCHOOI. BRANCHES. 65 

1 2. According to Size. 
1 3. Continents. 
2^. Islands. 
2 2. According to Contour, 
i^. Capes. 
2 3. Peninsulas. 
3^. Isthmuses. 
32. According to Relief. 
1 3. Lowlands. 
1 4. Plains. 
2^. Valleys. 
2 3. Highlands. 

1 4. Plateaus. 
2^. Mountains. 
21. Political Divisions. 

The definitions of the terms of the outline will form 
the matter of the recitation. Advanced pupils should 
extend the outline by writing in the proper places, the 
following terms: Prairies, llanos, pampas, steppes, 
deserts, ravines, defiles, canyons, mountain chains, vol- 
canoes, basins, watersheds; states, empires, kingdoms, 
principalities, provinces, &c., and be able to define each. 



OUTLINE III. 



THE WATER. 



Oceanic Waters. 
1 2. Oceans. 
2^. Seas. 
32. Gulfs. 
5 



66 NORMAL OUTLINES OF THE 

43. Bays. 
53. Straits. 

1 3. Sounds. 
2 3. Channels. 
2^. Inland Waters. 
1 3. Rivers. 

1 3. Main Streams. 
23. Tributaries. 
23. Lakes. 
Let this outline be extended, bringing in the terms, 
inlets, coves, harbors, fiords, roadsteads, brooks, creeks, 
rivulets, springs, &c. 



OUTLINE IV. 

GEOGRAPHICAL POSITION. 

Circles. 

1 3. Kinds. 

1 3. Great. 

1 4. Equator. 
2^. Meridians. 
34. Ecliptic. 
23. Small. 

1 4 . Parallels. 

1 5. Climatic or Fixed Circles. 
1 6. Arctic Circle. 
2^. Tropic of Cancer. 
36. Tropic of Capricorn. 
46. Antarctic Circle. 
23. Degrees. 

1 3. Length. 



COMMON SCHOOL BRANCHES. 67 

2 3 . Division. 
3^. Uses. 
32. Uses. 

1 3 . Determine Position = Latitude and 

Longitude. 
2 3. Mark Zones and Hemispheres. 

The teacher should, by use of globe, explain that in 
order to locate any place on the earth's surface we 
must have certain fixed points from which to reckon. 
Teach map drawing by use of parallels and meridians. 





OUTLINE V. 




CLIMATE. 


In Regard to Heat. 


Modified by 


l3. 


Latitude. 


22. 


Altitude. 


3^. 


Prevailing Winds. 


4^. 


Length of Day. 


5^. 


Ocean Currents. 


63. 


Mountain Ranges. 


7^. 


Proximity to Large Bodies of Water. 


83. 


Character of Soil. 


93. 


Slope of Land. 


. In Regard to Moisture. 


Modified by 


l2. 


Prevailing Winds. 


23. 


Mountains. 


3^. 


Forests. 



43. Cultivation of the Soil. 



68 NORMAL OUTLINES OF THE 

53. Heat. 

63. Proximity to Large Bodies of Water. 
31. In Regard to Winds. 
Modified by 

1 2. Heat. 

23. Rotation of the Earth. 

33. Land and Water. 
41. Seasons. 

See Swinton's Complete Course in Geography; Houston's Physi- 
cal Geography. Read Longfellow's " Rain in Summer." 



OUTLINE VI. 

THE WORLD. 

1. Hemispheres. 

1. Eastern. 

2. Western. 

3. Northern. 

4. Southern. 

5. Land. 

6. Water. 

2. Grand Divisions. 

1. Europe. ] 

2. Asia. 

3. Africa. 

4. Oceanica. J 

5. North America. ) -jyr ^ 1 , 

6. South America. ) 

3. Proportion of Land and Water. 

Give map drill. Compare the grand divisions in size, 
direction of mountain chams, length of rivers, coast lines, 
&c. 

See Ritter's Comparative Geography. 



i^ Old World. 



COMMON SCHOOL BRANCHES. 

OUTLINE VII. . 



69 



NATURAL PRODUCTIONS. 

T. Mineral. 
Kinds. 
Distribution. 

2. Vegetable. 

Kinds. 
Distribution. 

3. Animal. 

Kinds. 
Distribution. 

Let the pupil enlarge this outline, by enumerating 
some of the principal kinds and stating how they are 
distributed over the earth. Particular attention should 
be paid to the definitions of the three leading terms. 



OUTLINE VIII. 



RACES OF MEN. 



Races. 



Physical Chakactf.ks. 
Color. I Features. [ Hair. I Beard. 



Representative Types. I Numbers 



The teacher will readily understand that the pupil 
should be required to fill out the table and be able to 
discuss all the points mentioned. 

See Swinton's Complete Course in Geography. 



70 NORMAL OUTLINES OF THE 

OUTLINE IX. 

OCCUPATIONS OF MEN. 

1. Industries. 

1. Agriculture. 

2. Lumbering. 

3. Mining. 

4. Manufacturing. 

5. Navigation. 

6. Fishing. 

7. Commerce. 

8. Transportation. 

2. Professions. 

1. Law. 

2. Medicine. 

3. Ministry. 

4. Teaching. 

5. Journalism. 

6. Politics. 

The definition and explanation of these terms will 
constitute the recitation for a beginning class. A class 
that has been over the subject may state in what states 
or countries these different industries prevail. 

Read " Songs of Labor," bv Whittier. 



OUTLINE X. 

STATES OF SOCIETY 

ii. In Regard to Education. 
1 2. Savage. 
22. Half-Civilized. 



COMMON SCHOOL BRANCHES. 71 

32. Civilized. 
2^. In Regard to Religion. 
1 2 . Polytheistic. 

1 3. Brahminism. 

2^. Buddhism. 

3 3. Fetichism. 
2^. Monotheistic. 

1 3. Mohammedan. 

2 3. Jewish. 

33. Christian. 
31. In Regard to Government. 
1 2. Monarchical. 

1 3. Absolute. 

2^. Limited. 
2^. Republican. 

See The Electic Series of Geography, No. 3. Also, Chambers's or 
American Encyclopedia. 

The preceding outlines may be combined into one 
general outline for review. 



OUTLINE XL 

GENERAL VIEW OF NORTH AMERICA. 

Divisions. 

1 2. Natural. (See Outline ii). 

22. Political. 

1 3. Names. 

2^. Comparative Size. 

33. Position. 

1 4. Boundaries. 

2^. Latitude and Longitude. 



72 NORMAL OUTLINES OF THE 

2i. Waters. (See Outline iii). 

31. Size. Compare it with the other Grand Divis- 



ions. 



OUTLINE XII. 

GENERAL VIEW OF THE U. S. 



I. 


Position. (See Outline xi). 


2. 


Extent. 


3- 


Political Divisions. 


4- 


General Surface. 


5- 


Coast Line. 


6. 


Natural Resources. 


7- 


Industries. 


8. 


Population. 


9- 


Capital. 


10. 


Chief Cities. 


II. 


Government. 


12. 


Education and Religion. 


13- 


Miscellaneous. 


See Harper's School Geography. 



OUTLINE XIII. 



THE pupil's OW^N STATE. 



Position. 

1 2. Latitude and Longitude. 

2^. Boundaries. 

1 3. Natural. 

2 3. Artificial. 



COMMON SCHOOL BRANCHES. 73^ 

2i. Outline. 

1 2. Regular. 
2 2. Irregular. 

31. Extent. 

1 3. Definite. 

1 3. Length. 

2^. Breadth. 

3^. Area. 
2 2. Comparative. 
41. Surface. 

1 2. General Character. 

i^. Level. 

2^. Undulating. 

33. Mountainous. 
2^. Mountains. 

1 3. Systems. 

2^. Ranges. 

3^. Detached. 
33. Valley's, Plains, Plateaus, Prairies. 
4^. Watersheds, Slope, Drainage. 
52. Natural Curiosities and Scenery. 
51. Lakes. 

1 2. Kinds. (See Outline xx). 
6^. Rivers. 

1 2. Systems. 





2 2. Main Streams. 




3^. Tributaries. 


7^. 


42. Length. 
Coast Line. 




1 2. Projections. 

1 3. Peninsulas. 




2 3. Capes. 



74 



NORMAL OUTLINES OF THE 



9'' 



lO^ 



22. Indentations. 
1 3. Gulfs. 
2^. Bays. 
3^. Inlets, &c. 
32. Adjacent Islands. 
Climate. (See Outline v). 
Natural Advantages. 
1 2. Land. 

1 3. Surface. 
1 4. Soil. 

2*. Forests, Grasses, &c. 
3'*. Game. 
2 3. Interior. 



I4. 

24. 

4^- 



Precious Metals. 
Ordinary Metals. 
Building Material. 
Miscellaneous Minerals. 
Outline xxvi). 



(See 



22. Water. 



Fish. 

Water Power. 

Navigation and Transportation. 

Water Supply. 

Harbors. 



i^. 



4.^ 

Industries. 

Agriculture. 

1 3 . Crops. 

2 3. Domestic Animals, 

Manufacturing. 

1 3. Articles Produced. 

1 4. Kinds. 

2^. Value. 



COMMON SCHOOL BRANCHES. 75 

2^. Location of Factories. 
]S. Mining. 

1 3. Minerals Found. 
2^. Mines. 

1 4. Location. 
2^. What Extent Worked, 
/j.^. Lumbering. 
52. Fisheries. 
63. Commerce. 
1 3. Exports. 
2 3. Imports. 

33. Means of Transportation. 
III. Internal Improvements. 
1 2. Railroads. 
2^. Canals. 

32. Public Buildings, Bridges, &c. 
12 1. Education. 

1 2. Higher Institutions. 

1 3. Universities and Colleges. 
2 3. Schools of Law, Medicine and Theo- 
logy. 
33. Normal Schools. 
43. Business Institutes. 
22. Common and High Schools. 
1 3. Number of Pupils. 
2 3. Name of State Supt. 
33. Name of Supt. of Pupil's own County. 
13 1. Government. 

1 2. Departments. 

1 3. Legislative. 

I-. How Divided. 

2^. Time of Election of Members. 



76 NORMAL OUTLINES OF THE 

3*. Session of Legislature. 
2^. Executive. 

1 4. Term of Governor and Time of 

Election. 
2^. Name of Present Governor. 
3^. Judiciary. 
22. Officials. 
1 3. State. 
2 3 . County. 
33. City. 
4^. Township. 
14 1. Counties. 

1 2. Number in State. 
2^. One in which Pupil Resides. 
151. History. 

1 2. Early History. 
1 3. Colonial. 
2^. Territorial. 
3^. Date of Admission. 
22. Later History. 
32. Distinguished Men. 
161. Population. 

1 2. At Present Time. 
22. Increase in Population. 
17 1. Cities and Towns. 
Capital. 
Largest City. 
Population. 
Description. 
181. Miscellaneous Items. 



COMMON SCHOOL BRANCHES. 7« 

This Outline may require several lessons. We would 
impress the importance of a thorough study of the pu- 
pil's own state and of his immediate locality. 

See Swinton's Complete Course in Geography. 



OUTLINE XIV. 

OENERAL TOPIC LIST FOR ANY STATE IN THE UNION. 

I. Position. 

1. Latitude and Longitude. 

2. Boundaries. 



2. 


Size. 


3- 
4- 


Mountains and Surface Generally. 
Rivers and Lakes. 


5- 


Coast Line 


6. 


Climate. 


7- 


Productions. 




I. Animal. 




2. Vegetable. 

3. Mineral. 


8. 
9- 

lO. 


Occupations. 

Capital and Largest City. 

Other Cities and Places of Interest. 


II. 


History. 


12. 

13- 


Population. 
Miscellaneous. 


Sees 


swinton's, Harper's, Gujot's and Eclectic School Geographies 



78 NORMAL OUTLINES OF THE 

OUTLINE XV. 





GENERAL VIEW OF EUROPE. 


II. 


Position. 




1 2. Boundaries. 




22. Latitude. 




1 3. Northern Limit. 




2 3. Southern Limit. 




3^. Longitude. 

1 3. Eastern Limit. 




2 3. Western Limit. 


2l. 


Extent. 




1 2. Length. 
22. Breadth. 




32. Area. 


3^. 


General Surface. 


4^. 
5^. 


Principal Rivers and Lakes. 
Coast Line. (See Outline xiii). 




1 2. Indentations. 


61. 


22. Projections. 
Climate. 


7^. 


Resources. 


81. 


Political Divisions. 


9'- 


Chief Cities. 


Ql. 


Population. 



OUTLINE XVI. 

GENERAL TOPIC LIST FOR ANY COUNTRY OF EUROPE. 

1. Position. 

2. Size. — Compare w^ith States of U. S. 



COMMON SCHOOL BRANCHES. Td 

3. Mountains and Surface Generally. 

4. Rivers and Lakes. 

5. Climate. 

6. Productions. 

1. Animal. 

2. Vegetable. 

3. Mineral. 

7. Occupations. 

8. Capital and Largest City. 

9. Other Cities. 

10. Government. 

11. Education. 

12. Religion. 

13. Races. 

14. Language Spoken. 

15. Natural Curiosities and Scenery. 

16. Works of Art, Noted Buildings, &c. 

17. History. 

1. Principal Events, Battles, &c. 

2. Present Ruler. 



• OUTLINE XVII. 

GENERAL VIEW OF ASIA. 

Position. 

1 2 . Boundaries. 

2^. Latitude. 

1 3. Northern Limit. 

2^. Southern Limit. 
32. Longitude. 



80 NORMAL OUTLINES OF THE 





1 2. Eastern Limit. 




2 2. Western Limit. 


2l. 


Extent. 




1 2. Length. 




2 2. Breadth. 




32. Area. 


3^- 


Surface. 




1 2. Elevation. 




22. Mountain Systems. 




32. Plateaus. 


4^. 


Principal Rivers and Lakes. 


5^. 


Coast Line. 




1 2. Indentations. 




22. Projections. 


6\ 


Climate. 


7^. 


Resources. 


81. 


Political Divisons. 


9'- 


Chief Cities. 


IQl. 


Population. 



OUTLINE XVIII. 

GENERAL TOPIC LIST FOR ANY COUNTRY OF ASIA. 

1. Position. 

2. Size. — Compare with States of U. S. 

3. General Surface. 

4. Rivers and Lakes. 

5. Climate. 

6. Productions. 

1. Animal. 

2. Vegetable. 



COMMON SCHOOL BRANCHES. 81 

3. Mineral. 

7. Occupations. 

8. Capital and Largest City. 

9. Government, Education and Religion. 

10. Races. 

11. Languages. 

12. Curiosities. 

13. Miscellaneous. 

Africa, Oceanica and South America may be studied 
by any of the outlines which the teacher may choose. 



OUTLLNE XIX. 

LAKES. 

1. Definition. 

2. Origin. 

3. Classes. 

1. As to Character of Water. 

2. As to Outlets and Inlets. 

4. Elevation and Depth. 

5. Uses. 

6. Principal Lakes of the World. 

1. As to Commercial Importance. 

2. As to Elevation. 

3. As to Depth. 

4. As to Beauty of Scenery. 

5. As to Any other Peculiarity. 

6. Of Each Grand Division. 

See Houston's Physical Geography. 

6 



82 NORMAL OUTLINES OF THE 

OUTLINE XX. 





RIVERS. 


iK 


Definition. 


2l. 
• 


Origin. 

Classes. 




1 2. Main Streams. ) • ^ 
2^ Tributaries. | R'ver System. 


41. 


Divisions. 




1 2. Source. 




2 2. Channel. 




i^. Upper Course. 
2 3. Middle Course, 




3 3. Lower Course. 




32. Mouth. 




1 3. Modifications. 




i^. Estuary. 
24. Delta. 


5^. 


Basin. 


61. 
7^. 


Rapids and Waterfalls. 
Inundations. 


81. 

9'- 
loi. 

III. 


Quantity of Water Discharged. 
Erosive and Transporting Power. 
Principal River Systems of the World. 

Uses. 



Some of the above points are capable of further 
division. 

See Houston's Physical Geography; Ritter's Comparative Geogra 
phy. 



COMMON SCHOOL BRANCHES. 83 

OUTLINE XXI. 

MOUNTAINS. 

1. Definition. 

2. Origin. 

3. Principal Mountain Systems of the World. 

1. As to Height of Single Peaks. 

2. As to Length of Ranges. 

3. As to Beautiful Scenery. 

4. In each Grand Divisiorr. 

The pupil should be able to define and discuss fhe 
terms: orology, axis, mountain knot, trend, flexure, 
fracture, pass, crest, valley and hill. 



OUTLINE XXIL 

VOLCANOES. 

1. Definition. 

2. Origin. 

3. Classes. 

1. Active. 

2. Extinct. 

4. Distribution and Numbers. 

5. Eruptions. 

1. Explosive. 

2. Quiet. 

3. Material Ejected. 

6. Volcanic Phenomena. 

1. Fields of Fire. 

2. Solfataras. 

3. Mud Volcanoes. 



84 NORMAL OUTLINES OF THE 

4. Submarine Volcanoes. 

5. Geysers and Hot Springs. 

7. Principal Volcanoes of the World. 

See Warren's Phj'sical Geography. 



OUTLINE XXIII. 

ISLANDS. 

1 1 . Definition. 
2^. Origin. 
3I. Classes. 

1 2. Continental. 

1 2. Position. 
2^. Size. 

2^. Oceanic. 

1 3. Classes. 

1 4 . High = V olcanic. 
2^. Low = Coral. 
2'^. Position. 
33. Structure. 
43. Size. 
4I. Distribution. 

5I. Principal Islands of the World. 
1 2. As to Size. 
2^. As to Importance. 
32. As to Elevation Above Sea. 
42. As to any other Peculiarity. 

The class may discuss the terms, archipelago, atoll, 
barrier reef, fringing reef, lagoon, polyp, &c. 

See Guyot's Physical Geography. 



COMMON SCHOOL BRANCHES. 85 

OUTLINE XXIV. 

VEGETABLE LIFE. 

ii. Conditions Requisite. 
2^. Distribution. 

1 2. According to Climate. 
i^. Horizontal. 
2^. Vertical. 
2^. According to Physiognomy. 

Forms of Ferns, Palms, Myrtles, Grass- 
es, Lilies, &c. 
3^. Kinds of Plants. 

1 2. According to Use. 
1 3. Flood Pants. 
2 3. Plants which furnish clothing and 

shelter. 
3^. Plants which furnish medicines. 
4^. Plants which furqish dyes, oils, gums, 
resins, condiments, narcotics, &c. 
2^. According to Botanical Character. 

See Warren's Physical Geography. 



OUTLINE XXV. 

ANIMAL LIFE. 

Conditions Requisite. 

Distribution. 

1 2. According to Climate. 

1. Horizontal. 

2. Vertical. 

2^. According to Zoological Character. 



86 



NORMAL OUTLINES OF THE 



3^ Wild Animals. 

1 2. Principal Characteristic Animals of each 
Grand Division. 

1. Furnishing Food. 

2. Furnishing Clothing, Shelter, &c. 

22. Principal Animals of each Climatic Zone. 
4^. Domestic Animals. 

1 2. Furnishing Food. 

22. Furnishing Clothing and Shelter. 



OUTLINE XXVI. 



THE MINERAL KINGDOM. 

Metals. 

1 3. Precious. 

1 3. Gold. 

2 3. Silver. 

33. Platinum. 
2^. Ordinary. 

1 3. Iron. 

23 



63 



Copper. 
Lead. 
Zinc. 
Tin. 

Nickel. 



Building Material, 
t2. Sandstone. 
22. Marble. 
3^. Granite. 
42. Slate. 



COMMON SCHOOL BRANCHES. 87 

52. Limestone. 

62. Sand. 

72. Clay. 

82, Gravel. 
31. Miscellaneous Minerals. 

1 2. Coal. 

22. Petroleum. 

32. Plumbago. 

42. Salt. 

52. Mineral Paints. 
The above minerals may be discussed separately in 
the following order: 

1. Where found. Mention States or Countries 
where most abundant. 

2. Properties. 

3. Uses. 



OUTLINE XXVII. 

THE SEA. 

Divisions. 
1 2. Oceans. 

1 3. Size. ) 

2 3. Basins. [- Of each. 

33. Depth. ) 
Movements. 
1 2 . Waves. 

1 3. Causes. 

2 3. Extent. 
22. Tides. 



88 NORMAL OUTLINES OF THE 

1 3. Causes. 
2 3. Recurrence. 
3^. Direction. 
33. Currents. 

i^. Causes. 
2 3. Kinds. 

1 4. Equatorial. 

24. Polar. 

34. Return. 
33. Influence on Climate. 

Read Coleridge's "Ancient Mariner;" Byron's "Apostrophe to tlie 
Ocean." 



OUTLINE XXVIII. 



THE ATMOSPHERE. 



ii. Properties and Composition. 
21. Movements. 

1 2. Constant Winds = Trade Winds. 
1 3. Causes. 
2^. Directions. 
2 2. Periodical Winds. 
1 3. Monsoons. 
2 3. Land and Sea Breezes. 
3 3. Local Land Winds. 
1 4. Sirocco. 
2^. Khamsin. 



COMMON SCHOOL BRANCHES. 



8i> 



3^ 







3*. Simoom. 






44. Etesian Winds. 






54. Northers of Texas, &c. 


3'- 


Variable Winds. 


43. 


Storms. 




i3. 


Hurricanes. 




23. 


Cyclones. 




3'- 


Tornadoes. 




4^. 


Water Spouts. 


Humidity 


■. 


l3. 


Causes. 


22. 


Condensation. 




l3. 


Clouds. 




23. 


Rain. 




3'- 


Snow. 


. 


4^- 


Hail. 




5^. 


Fog. 




63. 


Dew. 




73. 


Frost. 


Calms. 





4'- 

See Guyot's Physical Geography. Also, any good work on Natur- 
al Philosophy. 



GENERAL REFERENCES. 



Humboldt's Cosmos: Maury's Physical Geography 
o£ the Sea; Polar and Tropical Worlds, Dr. Hartwig; 
The Earth, by Eiisee Reclus; Earth and Man, Guyot; 
Ritter's Comparative Geography. 



90 NORTMAL OUTLINES OF THE 

There are many other points which might be dis- 
cussed with profit in. a Geography class. The teacher 
will find the preceding outlines suggestive of work in 
this line. If time and the condition of his class admit 
he may outline other subjects in a manner similar to the 
foregoing, and have his class discuss them. 



OUTLINES IN ARITHMETIC. 

HINTS TO THE TEACHER. 

1. Mental and written arithmetic should be taught 
together. Both oral and written exercises should form 
a part of each recitation. 

2. I would impress on the teacher the importance of 
furnishing plenty of examples for the pupils to solve. 
The ordinary text-books do not contain enough. The 
teacher should write examples on the board, either of 
his own composition or such as he may select from 
other text-books. There has just been published by J. 
H. Butler & Co., Philadelphia, a work entitled, " Grad- 
ed Problems in Arithmetic and Mensuration " which we 
can recommend to the teacher, as furnishing 3500 ex- 
amples embracing all the subjects usually treated in 
Arithmetic. 

3. Always go over the points of the next outline as 
a preliminary drill. Many of the outlines require more 
than one lesson. The teacher must use his own judg- 
ment in regard to this as well as to any parts which may 
be omitted or as to additional matter which he may wish 

(91^ 



92 NORMAL OUTLINES OF THE 

to insert. The teacher should always adapt himself to 
the circumstances of the case and not blindly follow 
text-books. 

4. The general order of the outlines though not 
precisely logical, was aimed to be natural, taking easi- 
est parts first, proceeding from the simple to the com- 
plex. 

5. A few model solutions are given at the close, as 
suggestions to the teacher. 



ARITHMETIC. 



OUTLINE I. 

1. Drills in adding orally, small numbers, using ob- 

jects if necessary. 

2. Drills in adding columns of single digits on slate 

and blackboard. 

3. Place figures in horizontal rows using the signs,, 

-|- and =^. 

4. First principles of notation and numeration. 

1. Show that the value of a figure depends upon 

the place it occupies. 

2. Teach the use of the cipher. 

3. Drill in reading and writing numbers up to 

thousands. 



COMMON SCHOOL BRANCHES. 93 

OUTLINE n. 

1. Further drills in addition witli examples of two 
or more colmims, explaining the process of carrying. 

2. Further drills in notation and numeration, teach- 
ing the places and periods up to millions. 

3. Subtraction. 

1. By use of objects. 

2. Orally using small numbers. 

3. On slate and black-board using only num- 

bers where each digit of the minuend is 
larger than the corresponding digit of the 
subtrahend. 

4. Use of sign — . 



OUTLINE III. 

1. Drills in reading and writing numbers. 

2. Subtraction with the process of borrowing. 

3. Exercises in addition. 

4. Subtraction proven by addition. 

5. Examples combining addition and subtraction. 

6. Roman system of notation, explained and illus- 
trated. 

7. Define ttnit^ immher^ notation^ iiiiineration^ addi- 
tion, subtraction^ minuend^ subtrahend^ remainder. 



OUTLINE IV. 

MULTIPLICATION. 

By use of objects or marks on blackboard show 



94 NORMAI. OUTLINES OF THE 

that multiplication is a short method of making many 
additions of the same number. 

2. Oral drill in multiplying small numbers. 

3. Slate and blackboard work using sign X and by 
placing numbers under each other. 

4. Examples where the multiplier is a single digit 
and tlie process of carrying taught. 

5. Oral and written drills until the multiplication 
table is learned. 



OUTLINE V. 

1. Examples where the multiplier contains more 
than one digit. 

2. Oral drill with examples involving addition, sub- 
traction and multiplication. 

3. Written exercises with examples mvolvmg addi- 
tion, subtraction and multiplication. 

4. Further exercises in notation and numeration. 



OUTLINE VI. 

DIVISION. 

1. Illustrate by objects. 

2. Oral drill with small numbers. 

3. Written exercises with examples where the divis- 
or is a single digit and is contained an even number of 
time in each digit of the dividend. 

4. Examples in short division, teaching the process 
of carrying, the divisor not to exceed 9. 



COMMON SCHOOL BRANCHES. 95 

5. Show that division is a process of making many 
subtractions of the same number. 

6. Examples, using the sign -^. 



OUTLINE VII. 

1. Examples in- long division. 

2. Division proven by multiplication. 

3. Multiplication proven by division. 

4. Define imiUiflier^ miiUifUcand^ -product^ divisor^ 
dividend^ qtioticnt. 

5. Miscellaneous examples in the fundamental rules. 
See that pupils thoroughly understand the processes 

of addition, subtraction, multiplication and division and 
can readily vv^rite and read any number, before proceed- 
ing further. 



OUTLINE VIII. 

U. S. MONEY.' 

1. Give examples in writing and reading numbers 
involving dollars, cents and mills. The table of U. S. 
money will be learned in a few minutes drill. 

2. Explain use of separatrix and show that reduc- 
tion from a higher to a lower or vice versa can be ac- 
accomplished merely by change of the separatrix. 

3. Coins of U. S. 

1. Denominations. 

2. Composition. 

3. Weights. 



96 NORMAL OUTLINES OF THE 

4. Paper Money. 

1. Real Nature. 

2. Uses. 

3. Denominations. 

See Ray's New Practical Arithmetic; White's Complete Arithme- 
tic. 



OUTLINE IX. 

1. Examples in addition, subtraction, multiplication 
and division of U. S. Money. 

2. Impress the importance of the separatrix. Show 
that the denominations increase or decrease in a tenfold 
ratio as in simple numbers. 

3. Explain the use of the mill. 

Beginning classes may spend four or live days work- 
ing examples in U. S. Money. The exercise will be a 
good drill to secure fluency in the fundamental process- 
es. 



OUTLINE X. 



1. Explain meaning and use. 

2. Require pupils to copy on slate and blackboard 
all the examples given under this head in the books, 
paying particular attention to neatness and accuracy in 
use of capitals, spelling and punctuation. 



COMMON SCHOOL BRANCHES. 97 

3. Let the teacher write Bills on the board, giving 
the names of merchants and farmers or business men 
in the neighborhood. 

5. Require advanced pupils to w^rite out Bills. 

The above exercises are very practical and profitable 
and too much importance can not be attached to them. 



OUTLINE XL 

DRY MEASURE. 

1. Use. 

2. Denominations. 

3. Standard Unit. 

4. Weight of a bushel of different articles. 

5. Reduction. Require an analysis of examples. 
Do not require pupils to commit tables to memory, 

but let them be learned by use. 



OUTLINE XII. 

LIQUID MEASURE. 

1. Use. 

2. Denominations. 

3. Standard Unit. 

4. Examples in Reduction. 

In the same manner outline and study, Avoirdupois 
Weight, Troy Weight and Apothecaries Weight. The 
other tables are omitted until fractions are studied. 
7 



98 NORMAL OUTLINES OF THE 

OUTLINE XIII. 

COMPOUND NUMBERS. 

Addition. 
Subtraction. 
Multiplication. 
Division. 

Make as many lessons as are necessary to secure 
readiness and a thorough understanding of the princi- 
ples involved. Pay particular attention to neatness and 
arrangement of w^ork, the proper use of abbreviations, 
proper spelling and punctuation. 



OUTLINE XIV. 

Definitions of 
I. Unit. 



Integer. 

Divisor. 

Factor. 

Prime Number. 

Composite Number. 

Even Number. 

Odd Number. 

Multiple. 

Do not require the definitions of these terms to be 
committed to memory but let the pupil write the defi- 
nitions on the slate and illustrate each by examples. 
The teacher should give a preliminary drill, going over 
the definitions with the class and illustrating each on 
the board. 



COMMON SCHOOL BRANCHES. 99 

OUTLINE XV. 

FACTORING. 

1. Definition.' 

2. Prime Factors defined. 

3. Principles and Process. 

4. Examples. 

Cancellation. 

By numerous examples and by class drill, pupils will 
become familiar with the meaning of the terms used in 
this and the preceding outline. 



OUTLINE XVI. 

GREATEST COMMON DIVISOR. 

1. Definition. 

2. Illustration. 

3. Principles. 

4. Methods. 

1. By Factors. 

2. By Continual Division. 

5. Examples. 



OUTLINE XVII. 

LEAST COMMON MULTIPLE. 

1. Definition. 

2. Illustration. 

3. Principles. 



100 NORMAL OUTLINES OF THE 

4. Methods. 

5. Examples. 



OUTLINE XVIII. 

GENERAL REVIEW. 

1. Select Examples in 

1. Combinations of the fundamental rules. 

2. Compound Numbers. 

3. Cancellation. 

2. Questions on tables and definitions. 

3. Assign topics to individual pupils for report. 







OUTLINE XIX 






FRACTIONS. 


iK 


Definition and Illustration. 


21. 


Classes. 






1 2. Common. 




l3. 


Definition. 




23. 


How Expressed. 
1 4. Orally. 
2^. Written. 




3'- 


Terms. 

1 4. Numerator=:Dividend. 

2*. Denominator =Divisor. 




4^- 


Kinds. 

1 4. Proper. 

2"^. Improper. 



COMMON SCHOOL BRANCHES. 101 

3*. Simple. 
4^. Complex. 
5^. Compound. 
64. Mixed. 
2 2. Decimal. (See Outline xxiv). 
Observe directions given under Outline xiv. 



OUTLINE XX. 

REDUCTION OF FRACTIONS. 

1 1 . Definition. 
2i. Cases. 

1 3. Case I. To higher or 'lower terms. 
1 3. Process. 
23. Rule. 
3^. Principle. 
2^. Case II. Mixed numbers or integers to 
improper fractions. 
1 3. Process. 
2 3. Rule. 
3^. Analysis. 
3^. Case III. Improper fractions to integers 
or mixed numbers. 
1 3. Process. 
23. Rule. 
33. Analysis. 
42. Case IV. Dissimilar fractions to similar 
fractions. 
1 3. Having a common denominator. 



102 NORMAL OUTLINES OF THE 

2 3. Having the least common denomina- 
tor. 
3 2. Processes. 
4^. Rules. 
5 3. Principles. 
See Ha.srar's Common School Arithmetic. 



OUTLINE XXI. 

1. Addition of Fractions. 

1. Definition. 

2. Principles. 

3. Process. 

4. Rule. 

2. Subtraction of Fractions. 

1. Definition. 

2. Principles. 

3. Process. 

4. Rule. 

3. Problems combining Addition and Subtraction. 



OUTLINE XXII. 

I. Multiplication of Fractions. 

1. Case I. 

One Factor a Fraction. 

2. Case II. 

1. Both Factors Fractions. 

2. Compound Fractions Reduced to Simple 

ones. 



COMMON SCHOOL BRANCHES. 103 

3. Processes. 

4. Rules. 

5. Analysis. 

2. Division of Fractions. 

1. Case I. 

The Divisor an Integer. 

2. Case II. 

The Divisor a Fraction. 

1. First Method. 

Inverting the Divisor. 

2. Second Method. 

Reducing to Similar Fractions. 

3. Processes. 

4. Rules. 

5. Analysis. 

See French's Common School Arithmetic. 



OUTLINE XXIII. 

MEASURES. 

Of Extension. 

1 2. Lines and Arcs. 

1 3 Linear Measure. 

23. Circular Measure. 
2 2. Surfaces. 

1 3. Square Measure. 
32. Capacity. 

1 3. Cubic Measure. 

2^. Wood Measure. 

33. Dry Measure. ) See outlines xi and 

4^. Liquid Measure, j xii. 



104 NORMAL OUTLINES OF THE 

2i. Of Duration. 

1 2. Time Measure. 

Study as in Outlines xi and xii. Examples involving 
fractions may be given. See that pupils have clear 
ideas in regard to measures. If possible, have objects 
to illustrate each unit of measure. Require pupils to 
take dimensions of school-house, play grounds, objects 
in the school-room, &c., and give man}^ practical exam- 
ples in reduction, addition, subtraction, multiplication 
and division of Compound Numbers. 



OUTLINE XXIV. 

DECIMAL FRACTIONS. 

1. Definition. 

2. Notation and Numeration. 

1. Show the relation between Integers and 

Decimals. 

2. Terms employed. 
Decimal Point. 
Decimal Unit. 
Decimal Scale. 
Pure Decimal. 
Mixed Decimal. 
Complex Decimal. 

3. Impress the importance of the Decimal Point. 

4. Examples in reading and waiting Decimals. 

3. Addition, Subtraction, Multiplication and Divis- 

ion of Decimals. 

4. Decimal Compound Numbers. 



COMMON SCHOOL BRANCHES. 105 

5. Compare U. S. Money with Decimals. 
Impress the importance of the Decimal Point. 

See French's Common School Arithmetic; Milne's Practical 
Arithmetic. 



OUTLINE XXV. 

PERCENTAGE. 



I 



Definition. 

2. Terms employed. 

1. Percentage. 

2. Base. 

3. Rate. 

4. Amount. 

5. Difference. 

3. Symbols. 

4. Cases. 

1. Quantities given. ) 

2. Quantities required. V In each. 

3. Formula. ) 
c;. General Rule. 

o. Applications. (See Outlines following). 

Pupils need thorough drill in Percentage. See that 
they have clear ideas of per cent, and other terms em- 
ployed. 

See Milne's and French's Arithmetics; Outline of Percentage in 
Normal Question Book. 



106 NORMAL OUTLINES OF THE 

OUTLINE XXVI. 

INTEREST. 

1. Definition. 

2. Terms employed. 

3. Process of "finding Interest for one 3'ear. 

4. " " '• " any time. 
I. Methods. 

1. By Aliquot Parts. 

2. Six per cent. Method. 

3. Other Methods. 

5. Promissory Notes. (See Outline xxxiv). 
Pupils may be exercised in writing promissory notes 

and calculating the interest on them. The different 
kinds of notes will be studied further along. 



OUTLINE XXVIL 

PROFIT AND LOSS. 

1. Definitions. 

2. Terms employed. 

3. Processes=Processes in Percentage. 

1. Cost=Base. 

2. Rate per cent.=Rate. 

3. Gain or Loss=Percentage. 

4. Selling Price when above cost=:Amount. 

5. Selling Price when below cost=Difference. 



OUTLINE XXVIII. 

COMMISSION. 

I. Terms employed. 



COMMON SCHOOL BRANCHES. 10 T 



2. 



2. 



I. 


Commission. 


2. 


Agent or Commission Merchant. 


3- 


Consignment. 


4- 

5- 


Consignor. 
Consignee. 


6. 


Net Proceeds. 


Processes=Processes in Percentage. 


I. 


Sales or Sum Invested=Base. 


2. 


Rate per cent.=Rate. 


3- 


Commission=Percentage. 


4- 


Purchase Price and Commission 


5- 


Net Proceeds==Difference. 




OUTLINE XXIX. . 




TAXES. 


General Taxes. 


I. 


Terms employed. 
I. Real Estate. 




2. Personal Property. 

3. Tax. 




1. Property. 

2. Poll. 




4. Assessor. 




5. Assessor's Roll. 




6. Assessor's Table. 


Duties or Customs. 


I. 


Terms employed. 

1. Specific Dut}^ 

2. Ad Valorem Duty. 



Amount. 



108 NORMAL OUTLINES OF THE 

3. Tare. 

4. Leakage and Breakage. 

5. Draft. 

6. Gross Weight and Net Weight. 

3. Internal Revenue. 

4. Process=Processes in Percentage. 

1. Valuation=Base. 

2. Rate=Rate. 

3. Tax=Percentage. 



2. 



OUTLINE XXX. 

CAPITAL AND STOCK. 

I. Terms employed. 



I. 


Capital. 


2. 


Capital Stock. 


3- 


Company. 


4- 


Corporation. 


5- 


Charter. 


6. 


Par, Discount and Premium. 


7- 


Shares. 


8. 


Certificate of Stock. 


9- 


Dividend. 


10. 


Installment. 


12. 


Bonds. 


13- 


Assessment. 


14. 


Coupon. 


Processes=Processes in Percentage. 


I. 


Par Value=Base. 


2. 


Rate of Premium or Discount=Rate, 



COMMON SCHOOL BRANCHES. 109 

3. Premium or Discount=Percentage. 

4. Market Value =Amt. or Difference. 



OUTLINE XXXI. 

INSURANCE. 

1. Kinds. 

1. Fire. 

2. Marine. 

3. Health and Accident. 

4. Life. 

2. Terms employed. 

1. Valuation. 

2. Premium. 

3. Policy. 

4. Insurance Company. 

3. Processes:=Processes in Percentage. 

1. Valuation=Base. * 

2. Premium=Percentage. 

3. Rate of Premium=Rate. 



OUTLINE XXXII. 

PROBLEMS IN INTEREST. 

I. Processes=Processes in Percentage. 

1. Principal=Base. 

2. Rate per cent, per annum X time in years^ 

Rate. 

3. Interest=Percentage. 



110 NORMAL OUTLINES OF THE 

OUTLINE XXXIII. 

DISCOUNT. 

1. With regard to Time. 

True Discount. 

1. Terms employed. 

1. Discount. 

2. Face. 

3. Present Worth or Proceeds. 

2. Processes=Processes in Percentage. 

1. Present Worthr=Base. 

2. Rate per cent, per annum X time in 

years=Ratio. 

3. Discount=Percentage. 

2. Without regard to Time. 

Commercial Discount. 

1. Invoice price or face=Base. 

2. Rate per cent. off=Rate. 

3. Commercial Discount=Percentage. 



OUTLINE XXXIV. 

BANKING. 

I. Promissory Notes. 

1. Forms. 

2. Kinds. 

3. Terms Employed. 

1. Maker or Drawer. 

2. Indorser. 

3. Holder. 



COMMON SCHOOL BRANCHES. Ill 

4. Payee. 

5. Days of Grace. 

6. Maturity. 

7. Protest. 

8. Face. 

9. Proceeds. 

2. Banks. 

1. Kinds. 

2. Uses. 

3. Bank Discount. 

I. Processes=Processes in Percentage. 

1. Face=Base or Principal. 

2. Interest on face of note for given time at 

given rate is the bank discount and= 
Percentage. 

3. Proceeds=Difference. 

4. Time in years X rate per annum=Rate. 
Partial Payments, Compound and Annual Interest 

may be brought in anywhere after Percentage, at the 
option of the teacher. Average or Equation of Pay- 
ments, and Exchange are not of general practical im- 
portance and may be omitted entirely in many schools. 
French's Common School Arithmetic is here recom- 
mended as especially valuable as a text-book in all 
operations in Percentage. 



OUTLINE XXXV. 

RATIO. 

1. Definition and Illustration. 

2. Terms. 



112 NORMAL OUTLINES OF THE 

1. Antecedent 1 Couplet. 

2. Consequent. ) ^ 

3- Sign. 

4. How expressed. 

5. Principles. 



OUTLINE XXXVI. 

PROPORTION. 

1. Definition. 

2. Kinds. 

e- 1 i Direct. 
P * I Inverse. 
2. Compound. 

3. Terms employed. 

1. Extremes. 

2. Means. 

4. Sign.^ 

5. Principle. 

See Milne's Practical Arithmetic. 



OUTLINE XXXVTI. 

PARTNERSHIP. 

I. Terms employed. 

1. Partnership, or Company. 

2. Firm or House. 

3. Partner. 

4. Profits. 



COMMON SCHOOL BRANCHES. 113 



5. Assessments. 

6. Capital. 

2. Kinds. 

Simple. 
Compound. 

3. Principle. 



OUTLINE XXXIX. 

1. Involution. 

2. Evolution. 

1. Terms employed. 

1. Root. 

2. Radical. 

3. Perfect Power. 

4. Imperfect Power. 

2. Square Root. 

1. Rule and Demonstration. 

2. Applications. 

1. Finding sides of right-angled tri- 

angle. 

2. Similar Figures. 

3. Cube Root and Applications. 

Longitude and Time being very difficult for pupils to 
understand has been deferred until this period. It 
should now be taught, the points being made clear by 
the use of globe and diagrams on blackboard. The 
subjects of Mensuration, Geometrical and Arithmetical 
Progression may next be introduced if thought advisa- 
8 



114 NORMAL OUTLINES OF THE 

ble. The Metric System and some of the elementary 
principles of Bookkeeping may also follow. 

As a work of general reference, see Brook's Philoso- 
phy of Arithmetic. 



OUTLINES IN GRAMMAR. 

HINTS TO THE TEACHER. ' 

1. The importance of written exercises in studying 
Grammar can not be overestimated. Slates, blackboard 
and paper with pen and ink may all be used to advan- 
tage in a Grammar class. The advantages of written 
lessons may be enumerated as follows: i. The pupils 
will be more likely to prepare all the work assigned. 
2. They will take greater pains with their work. 3. 
They will have more employment. 4. They will cul- 
tivate accuracy of thought and definiteness of expres- 
sion. 5. They will improve rapidly in reading, pen- 
manship, spelling, punctuation, use~ of capitals and 
acquire general business habits. 6. They w^ill be bet- 
ter prepared for composition writing. 

2. Slates may be used mainly for beginning classes, 
but an occasional lesson may be assigned to be written 
on paper with pen and ink. With advanced classes 
the latter plan should be pursued altogether. Pupils 
will do w^ell to provide themselves with blank books. 
See '^JVonnal Teacher^' Blank Parsing Book, This 
little book is arranged with special reference to the 

(115) 



116 NORMAL OUTLINES OF THE 

wants of a Grammar class, having been prepared by a 
practical and successful teacher of Grammar. Its cost 
is but a trifle more than so much blank paper. 

3. Written exercises of some kind should be assign- 
ed at every lesson. The teacher must use his own 
judgment in regard to assigning written work. It will 
consist of exercises in analysis, parsing, sentence mak- 
ing, essays, &c. 

4. It was not thought necessary to outline all the 
subjects usually treated in text-books on Grammar. If 
the teacher wishes to teach other subjects it is hoped 
outlines here presented will prove suggestive of further 
work in that line. 

5. The pupils should be required to combine the 
outlines as suggested in another part of this work. 

6. Some system of diagramming should be used and 
a regular form for parsing and analysis adopted. (See 
Appendix). 



GRAMMAR. 



OUTLINE I. 

THE SENTENCE. 

T. Development. 

1. By associating words which have no connec- 

and noting result. 

2. By associating words which have a connec- 

tion and noting result. 
2. Definition. 



COMMON SCHOOL BRANCHES. llT 

3. Exercises in making sentences. 

4. Principal Parts. 

1. Subject. [ Illustrate and Define. 

2. Predicate. ) 

5. Analysis by stating subject and predicate and giv- 

ing reasons why. 

6. Exercise in writing a number of predicates to a 

given subject and vice versa. 

See Lee & Hadley's English Grammar. 



OUTLINE II. 

THE NOUN. ^ 

1. Definition.' 

2. Classes. 

1. Proper. 

2. Common. 

r. Class. 

2. Abstract. 

3. Collective. 

4. Verbal. 

3. Properties. 

1. Person. 

2. Number. 

3. Gender. 

4. Case. 

In this and the following general outhnes of the parts 
of speech, the lesson should consist in finding the defi- 
nitions of the terms given, with examples under each; 
also, with exercises in pointing out the parts of speech 



118 NORMAL OUTLINES OF THE 

from any piece of composition, and in written exercises 
in making sentences and analyzing them according to 
Outline I. The pupil should not be expected to give 
definitions from memory until he has made further ad- 
vances: 







OUTLINE 


III. 






THE PRONOUN. 


I. 

2. 


Definition. 
Classes. 

1. Personal. 

2. Relative. 




3- 


3- 
Pr 

I. 

2. 

3- 
4- 


Interrogative, 
operties. 
Person. 
Number. 
Gender. 
Case. 




See Holbrook's Complete English Grammar 



OUTLINE IV. 

THE ADJECTIVE 



1. Definition. 

2. Classes. 

■ I. Descriptive. 

1. Common. 

2. Proper. 



COMMON SCHOOL BRANCHES. 119 



3. Participial. 
2. Definitive. 

1. Articles. 

1. Definite. 

2. Indefinite. 

2. Pronominal. 

1. Demonstratives. 

2. Distributives. 

3. Indefinites. 

3. Nmneral. 

1. Cardinal. 

2. Ordinal. 

3. Multiplicative. 
3. Modifications. 

1. Number. 

2. Comparison. 

See Harvev's Ensrlish Grammar. 



OUTLINE V. 

THE VERB. 



1. Definition. 

2. Classes. 

1. As to Form. 

1. Regular. 

2. Irregular. 

3. Defective. 

4. Redundant. 

2. As to Use. 

1. Transitive. 

2. Intransitive. 



120 



NORMAL OUTLINES OF THE 



3- 



Modifications. 

Style. 

Voice. 

Mode. 

Tense. 

Person. 

Number. 



See Holbrook's Complete English Grammar. 



OUTLINE VI. 



THE ADVERB. 



1. Definition. 

2. Classes. 

I. Time. 
Place. 
Cause. 
Manner. 
Degree. 

3. Comparison. 



OUTLINE VII. 

i The Preposition. ) definition and Peculiarities 

1. J The Conjunction. I ^^ ^^^^^ 
{ ihe Interjection. ) 

2. Drill in use of Capitals and Punctuation. 



COMMON SCHOOL BRANCHES. 121 

OUTLINE VIII. 

CLASSES OF NOUNS. 

1. Proper Nouns. 

1. Must begin with capital letters. 

2. Two or more words taken together as one. 

3. Meaning not considered. 

4. May become common when assume a mean- 

ing. 

2. Common Nouns. 
T. Classes. 

1. Class. ^ 

2. Abstract. \ t\ r- i 
^1, ^. ^Denne each. 

3. Collective. 

4. Verbal. J 

2. May become proper. 

3. Do not usually begin with a capital letter. 

4. Admit of definition. 

Let the pupil be required in this and the following 
outlines to give definitions of all terms which are re- 
peated from former outlines. See note under Outline 
ii. 

See Holbrook's and Harvev's Grammars. 



OUTLINE IX. 

PERSON OF NOUNS. 

First. 

1. Belongs to persons only, or things personified. 

2. Constructions. 

I. Apposition with pronoun of first person. 



122 NORMAL OUTLINES OF THE 

2. Nom. absolute by inscription. 

2. Second. 

1. Belongs to persons only or things personified. 

2. Constructions. 

1. In apposition with pronoun of the second 

person. 

2. Nom. absolute by direct address. 

3. Third. 

1. Belongs to persons or things. 

2. Constructions. 

In all constructions except: 

1. Nom. absolute by direct address. 

2. By apposition with first personal 

pronoun. 

3. By inscription. 

The subordinate points may be omitted until the pu- 
pil has studied case. 



OUTLINE X. 

NUMBER OF NOUNS. 

1 1 . Singular. 

1 2. Some nouns only in singular. 
2 2. Proper nouns, usually, only in singular. 
2 1 . Plural. 

1 2. How formed. 
1 3. Regularly. 

i^. When 5 only added. 

2*. " £"5 added. 

3^. " y changed to ics. 

4"^. " y or /^ changed to 2'£r5. 



COMMON SCHOOL BRANCHES. 123 



5^- 



Compound words. 
6^. Compound terms. 
i-\ Irregularly . 
3=^ Plural of foreign words. 
^^', Plural of letters, signs, &c. 
2 2. Some nouns in plural only. 
32. Some nouns with two plurals having dif- 
ferent meanings. 
See Hart's English Grammar. 



OUTLINE XL 

GENDER OF NOUNS. 

1. Masculine. ( ^^^.^ corresponding in each. 

2. remmme. ) ^ 

3. Common. 

4. Neuter. 

1. Collective nouns when objects are taken as a 

unit. 

2. Inferior animals and children. 

3. Become masc. or fem. by personification. 

5. Modes of distinguishing sex. 

1. By diflerent words. 

2. By different terminations. 

3. By prefixes and suffixes. 



OUTLINE XII. 

CASE OF NOUNS. 

I. Nominative, 
r. Dependent. 



124 NORMA!. OUTLINES OF THE 

1. Subject of finite verb. 

2. In the predicate. 

3. In apposition with noun or pronoun, 

4. In apposition with a sentence. 

2. Absolute. 

1. By direct address. 

2. By exclamation. 

3. By inscription. 

4. By pleonasm. 

5. With a participle. 

2. Possessive. 

1. Constructions. 

1. Limiting a noun of different signification. 

2. Limiting a noun of same signification. 

2. How formed. 

1. In singular. 

2. In plural. 

3. Objective. 

1. Constructions. 

1. Regular. 

1. Object of transitive verb. 

2. Object of preposition. 

3. Subject of an infinitive. 

4. In the predicate. 

5. In apposition. 

2. By enallage. 

2. Remarks. 

See Holbrookes Grammar. 



COMMON SCHOOL BRANCHES. 125 

OUTLINE XIII. 

THE PRONOUN. 

1. Antecedent. 

2. Classes. 

1. Personal. 

1. Simple. 

2. Compound. 

2. Relative. 

1. Simple. 

How used. 

2. Compound. 

How formed. 

3. Double. 

Characteristics. 

3. Possessive. 

4. Interrogative. 

Subsequent. 

3. Properties. 

4. Declension. 

See Harvev's Enoflish Grammar. 



OUTLINE XIV. 

CLASSES OF VERBS. 



I. With respect to form. 

1. Regular. 

2. Irregular. 

3. Defective. 

4. Redundant. 



126 NORMAL OUTLINES OF THri; 

2. With respect to use. 

1. Transitive. 

1. Sometimes used without an object. 

2. Object generally placed after it. 

2. Intransitive. 

1. May govern an object of kindred mean- 

ing. 

2. To he^\k\^ only pure copula. 



OUTLINE XV. 

PROPERTIES OF VERBS. 

Style. 

1. Ordinary. 

2. Solemn. 

3. Emphatic. 

4. Progressive. 
Voice. 

1. Active. 

2. Passive. 
Mode. 

1. Finite. 

1. Indicative. 

2. Potential. (Signs). 

3. Subjunctive. (Signs). 

4. Imperative. 

2. Infinite. 

1. Infinitive. 

2. Participial. 
Tense. 



COMMON SCHOOIv BRANCHES. 



12: 



1. Simple. 

1. Past. 

2. Present. 

3. Future. 

2. Perfect. 

1. Present Perfect. 

2. Past Perfect. 

3. Future Perfect. 
5. Person and Number. 



OUTLINE XVI. 

1. Principal Parts of the verb. 

2. Auxiliaries. 

3. Conjugation. 

4. Infinitives and Participles. 

See Holbrook's Complete English Grammar. Also, Appendix to 
this vclume. 

I would advise teachers to make a special stud}^ of 
Infinitives and Participles, as being the most difficult and 
least understood of any part of technical Grammar. 



OUTLINE XVH. 

CLASSES OF SENTENCES. 

As to Structure. 

1. Simple. 

2. Comolete. 

3. iVbridged. 

4. Complex. 



128 NORMAI. OUTLINES OF THE 



2. 



5- 
6. 


Principal. 
Subordinate. 


7- 
8. 

9- 
:o. 


Compound. 
Partial Compound. 
Leading. 
Co-ordinate. 


As 

I. 


to nature of the Proposition, 
Declarative. 


2. 

3- 

4- 


Imperative. 

Interrogative. 

Exclamatory. 


iolb 


)rook's English Grammar. 



OUTLINE XVIIL 

ELEMENTS OF SENTENCES. 

1. As to Relative Importance. 

1. Principal. 

1. Subject. 

2. Predicate. 

1. Attribute. 

2. Copula. 

2. Subordinate. 

2. As to Structure. 

1. Simple. 

2. Complex. 

3. Compound. 

3. As to Relation. 

1. Adjective. 

2. Adverbial. 



COMMON SCHOOL BRANCHES. 129 

3. Objective. 
4. As to base. 

1. First Class =one whose base is a single word. 

2. Second Class=one whose base is a preposi- 

tion and its object. 

3. Third Class =one whose base is a subordi- 

nate sentence. 



OUTLINE XIX. 

1. Connectives. 

1. Co-ordinate. 

2. Subordinate. 

2. Analysis by Diagrams. 

1. Simple sentences, Elements of first and sec- 

ond classes. 

2. Complex sentences, Elements of the third 

class. 

3. Compound Sentences, Compound Elements. 

4. Partial Compound Sentences. 

5. Sentences containing Double Relatives, Ex- 

pletives and Independent Forms. 

6. Sentences containing second and third class 

Objective Elements. 

3. Verbal Analysis, in the same order. 



OUTLINE XX. 

FALSE SYNTAX. 

Errors arising from: 
9 



130 NORMAL OUTLINES OF THE 



1. Use of Words with wrong meaning. 

2. Use of Improper Forms. 

I. A for an or vice versa. 



The for a or vice versa. 
Them for those^ this here for this^ &c. 
Hozv before that. 

Will for shall and zvoidd for should. 
Adjectives for adverbs and vice versa. 
DifTerent kinds of pronouns in the same con- 
struction. 



8. Indicative for the subjunctive. 

9. Tense forms not in harmony with other parts 

of the sentence. 
10. Using perfect participle to express past time. 
Use of Unnecessary Words. 

1. Double comparatives and superlatives. 

2. Use of two negatives to express negation. 

3. Miscellaneous use of unnecessary words. 
Omission of necessary words. 

1. Words necessary to complete the sense. 

2. Words necessary to denote emphatic distinc- 

tion. 

3. Omitting the subjects of declarative senten- 

ces. 
Improper Arrangement. 

1. Separating modifying words or phrases from 

the parts which they modify. 

2. Choice or arrangement of words subversive 

of clearness, precision and elegance. 



COMMON SCHOOL BRANCHES. 131 

Examples under each of the above heads may be 
written on the board or pointed out in the text-books 
and pupils be required to correct them. 

See Harvey's Grammar. 



OUTLINE XXI. 

1. Elementary Sounds. 

1. How represented. 

2. Number. 

3. Classes. 

1. Vowels or Vocals. 

1. Single Vowels. | ^j^"^^] 

2. Diphthongs. 

3. Digraphs. 

4. Trigraphs. 

2. Consonants. 

1. Subvocals. 

2. Aspirates. 

2. Letters. 

1. Use. 

2. Forms. 

3. Rules for Capital Letters. 

4. Rules for Italics and Small Capitals. 

3. Syllables. 

4. Words. 

I. Classes. 

I. As to number of Syllables. 
I. Monosyllables. 



132 



NORMAL OUTLINES OF THE 



2. Dissyllables. 

3. Trisyllables. 

4. Polysyllables. 
As to Derivation. 

1. Primitive. 

2. Derivative. 

1. Root. 

2. Affixes. 



j Prefixes. 
\ Suffixes. 



As to Composition. 

1. Simple. 

2. Compound. 

As to Meaning and Use. 



OUTLINE XXIL 



PUNCTUATION. 



I. Use. 




2. Principal Marks. 


I. 


Comma. 




2. 


Semicolon. 




3- 


Colon. 




4- 


Period. 




5- 


Interrogation Point. 


- Principal rules for use 


6. 


Exclamation Point. 


of each. 


7. 


Dash. 


. 


8. 


Curves. 




9- 


Brackets. 




3. Other marks used in writing. 


The matter of punctuation should, indeed, be observ- 


ed in all written work, at least t 


he principal marks used. 



COMMON SCHOOL BRANCHES. 133 

but the subject is presented here for more thorough 
connected study. 



OUTLINE XXIII. 

FIGURES 

1. Of Orthography. 

2. Of Etymology. 
. 3. Of Syntax. 

4. Of Rhetoric. 
Let the pupils fill out the outline. 

See Holbrook's or Pierce's Grammar. 



OUTLINE XXIV. 

VERSIFICATION. 

1. Verses. 

1. Poetical line or Verse. 

2. Couplet. 

3. Triplet. 

4. Stanza. 

5. Rhyme. 

6. Blank Verse. 

2. Feet. 

1. Accent. 

2. Kinds. 

T,. Poetic Pauses. 
4. Poetic License. 

Let the above points be illustrated by examples from 
the School Readers. 



134 NORMAL OUTLINES OF THE 

GENERAL REFERENCES. 

Goold Brown's Grammar of English Grammars; 
Crabb's English Synonyms; Supplee's Trench on the 
Study of Words; Webb's Manual of Etymology; 
Greene's Analysis of the English Language. 



OUTLINES IN PHYSIOLOGY. 

HINTS TO THE TEACHER. 

1. No subject is more susceptible of being success- 
fully taught by the use of outlines, than Physiology. 
The divisions of the subject are easily classified and are 
made much easier of remembrance and comprehension 
when presented in a classified form. 

2. The main points should be thoroughly learned 
and minor points allowed to gradually crystallize around 
them. The whole subject may be gone over in one 
term, getting thoroughly the leading facts and as much 
of the detail as possible. A subsequent course of in- 
struction will then necessarily embrace more of the 
detail and tend more thoroughly to fix the leading 
points. 

3. The first outline given embraces the main divi.--- 
ions of the whole subject. It should be taken as the 
basis of a complete outline which the pupils should be 
required to elaborate as they go along from day to day, 
and at close of term will present the subject both in 
general and detail. 

(135) 



136 NORMAL OUTLINES OF THE 

4. Practical illustrations should be used whenever 
possible. The eye, larynx and internal organs of a 
hog, sheep or calf being nearly of the same size and 
structure as the human organs should be used to illus- 
trate the anatomy of the human body. The animal 
part of bone can be shown by immersing in dilute sul- 
phuric or hydrochloric acid and the mineral part by 
burning in the fire. The true teacher will find these 
hints sufficient. 





PHYSIOLOGY. 




OUTLINE L 




GENERAL VIEW. 


Existence. 




iK Mind. 


2K Mat' 


er. 


l2. 


Inorganic. 


22. 


Organic. 




i^. Vegetable. 




23. Animal. 




1 4. Protozoans. 




2^. Radiates. 




34. Mollusks. 




44. Articulates. 




5^. Vertebrates. 




i'\ Mammalia. 



1^. Bimana. 
i^ Man. 

i^. Natures. 



COMMON SCHOOL BRANCHES. 



13T 





[1 9. Spiritual. 






2«. Physical. 






1 1 0, Systems. 




Ill 


Osseous. 




211 


. Muscular. 




3^^ 


Digestive. 




4^^ 


Circulatory. 




5^^ 


Respiratory. 




611 


Secretory. 




711 


. Nervous. 




811 


Special Sense 




OUTLIN 


E II. 




DIVISIONS OF THE OSSEOUS SYSTEM. 


I^ 


Head. 

1 2. Location. 

2 2. Divisions. 

t3. Cranium. 
2 3. Face. 




21. 


Trunk. 

1 2. Location. 

2 2. Divisions. 

1 3. Thorax. 
23. Spinal Colu 
33. Pelvis. 


mn. 


3^. 


Extremities. 
1 2. Upper. 
22. Lower. 





138 NORMAL OUTLINES OF THE 

Let the pupil complete this outline by writing the 
names of the bones, arranging them under the general 
heads of single bones and bones in pairs and be able to 
describe the principal bones according to the following 
order: i. Location. 2. Form. 3. Peculiarities. 
4. Articulations. 



OUTLINE III. 

ARTICULATIONS. 

Kinds. 

1 2. Synarthosis or Immovable. 
1 3. Sutura. 

I*. Sutura Vera. 
1 5. Dentata. 
2 5. Serrata. 
2^. Sutura Notha. 
i^. Squamosa. 
2^. Harmonia. 
2 3. Schindylesis. 
3^. Gomphosis. 
2^. Amphiarthrosis or Mixed. 
32. Diarthrosis or Movable. 
1 2. Arthrodia or GHding. 
2 3. Enarthrosis or Ball and Socket. 
3^, Ginglymus or Hinge. 
43. Diarthrosis rotatorius or Pivot. 
Movements. 
1 2. Gliding. 
2^. Angular. 



COMMON SCHOOL BRANCHES. 139 

32. Circumduction. 

42. Rotation. 
The teacher should define the terms not understood 
by the class and have pupils give examples under each 
head. The terms may all be found in Webster's Una- 
bridged. 

See Gray's Anatomy. 



OUTLINE IV. 

STRUCTURE OF BONES. 

Mechanical. 

1. Compact Structure. 

2. Cancellated " 

3. Periosteum. 

4. Marrow. 

5. Vessels. 
Microscopical. 

1. Haversian Canals. 

2. CanaHcuH. 

3. Lacunas. 
Chemical. 

1. Organic Matter. 

1. Gelatine. 

2. Blood Vessels. 

2. Inor<ranic Matter. 

1. Phosphate of Lime. 

2. Carbonate " " 

3. Fluoride of Calcium. 

4. Phosphate of Magnesia 



140 NORMAL OUTLINES OF THE 

5. Chloride of Sodium. 

4. Change of matter in old age and in disease 

5. Hygienic Inferences. 

See Steele's Fourteen Week's Course in Physiology. Also, Gray's 
Anatomy; Dalton's Physiology. 



OUTLINE V. 

DIVISIONS OF THE MUSCULAR SYSTEM. 

1. Head and Face. 

Regions or Groups. 

2. Trunk. 

I. Neck. ^ 

Back I 

Tho -1 ' r ^^^^^^ ^"^^ Regions or Groups. 



2 

3 

4. Abdomen. J 

3. Extremities. 



2! Lower. } Divide as above. 

The pupil should be able to describe the most impor- 
tant muscles in the following order: 

I. Origin. 2. Insertion. 3. Relations. 4. Ac- 
tions. 

See Cutter's Physiology. Also, Gray's Anatomy; Wilson's Hu- 
man Anatomy. 



OUTLINE VI. 

STRUCTURE OF THE MUSCLES. 

I. Mechanical. 
I. Divisions. 



COMMON SCHOOL BRANCHES. 141 

I. Fascicles or Bundles. 

I. Fasciculi or Little Bundles. 
I. Ultimate Fibres. 
2. Investments. 

2. Microscopic. 

1. Divisions. 
I. Fibrils. 

I. Fibrillar. 

2. Investment. 

3. Chemical. 

I. Composition. 

4. Organic or Voluntary. 

c;. Inorganic or Involuntary. 
6. Hygienic Inferences. 

See Hitchcock's Anatomy and Physiology. Also, Gray's Anato- 
my; Wilson's Anatomy. 



OUTLINE VII. 

ORGANS OF DIGESTION. 

I. Alimentary Canal. 

1. Mouth. 

2. Pharynx. 

3. (Esophagus. 

4. Stomach. 

5. Small Intestine. 

1. Duodenum. 

2. Jejunum. 

3. Ileum. 

6. Large Intestine. 



2. 



142 NORMAL OUTLINES OF THE 

1. Caecum. 

2. Colon. 

3. Rectum. 
Accessory Organs. 

1. Teeth. 

2. Tongue. 

3. Glands. 

1. Salivary. 

1. Parotid. 

2. Submaxillary. 

3. Sublingual. 

2. Liver. 

3. Pancreas. 

4. Spleen. 



OUTLINE VIII. 

PROCESSES OF DIGESTION. 



Fluids Used. 


I. 


Saliva. 


2. 


Gastric Juice. 


3- 


Bile. 


4- 


Pancreatic Fluid. 


5- 


Intestinal Fluid. 


Actions. 


I. 


Mastication. 


2. 


Insalivation 


3- 


Deglutition. 


4- 


Chymification. 


5- 


Chylification. 



COMMON SCHOOL BRANCHES. 143 

3. Prepare for. 

1. Absorption. 

2. Assimilation. 

4. Time Required. 

5. Remarks. 

See Steele's Fourteen Weeks in Physiology. Also, Dalton's, Dun- 
glinson's, Carpenter's, or Draper's Works on Physiology. 



OUTLINE IX. 

HYGIENE OF DIGESTION. 

1. Food. 

1. Why needed. 

2. Quantity. 

3. Kinds. 

1. Nitrogenous. 

2. Carbonaceous. 

3. Mineral. 

2. Stimulants. 

3. Exercise. 

4. Temperature. 

5. Drinks. 

6. Periodicity of stomach's action. 

There are many other points which might profitably 
be discussed under the above head. 

See Physiology and Hygiene, Huxley & Youmans; Steele's and 
Cutter's Works; First Lessons in Physiology, C L. Hotze. 



144 



NORMAL OUTLINES OF THE 

OUTLINE X. 



THE CIRCULATORY SYSTEM. 



Ii. 



Organs. 
1 2. Heart. 



1 3. Parts. 



I* 

3' 
4^ 

5^ 



Pericardium. 

Endocardium. 

Auricles. 

Ventricles. 

Valves. 



23. 

3^ 



Structure. 
Function. 



3' 



2 2. Arteries. 

1 3. Divisions. 

1 4 . Aorta and its Principal Divisions. 

2 3. Structure. 

1 4. Coats. 

3 3. Function. 

3 2. Veins. 

1 2. Principal Divisions. 
2 3. Structure. 
3^. Function. 
4^. Capillaries. 

Functions. — Trace the Blood in the round of 

the Circulation. 
Lymphatic System. 



COMMON SCHOOL BRANCHES. 145 

OUTLINE XL 

THE SKIN. 

Parts. 

1 2. Epidermis or Cuticle. 

1 3. Superficial Layer. 

2 3. Rete Mucosum. 
2^. Derma or Cutis Vera. 

1 3. Papilla. 

2 3. Corium. 
3^. Subcutaneous Cellular Tissue. 

1 3. Fibrous Tissue. 

2^. Fat Cells. 
Functions. 
1 2. Excretion. 
2 2. Absorption. 
3^. Protection. 
Appendages. 
1 2. Nails. 
22. Hair. 

32. Sebaceous Glands. 
42. Sudoriferous Glands. 



OUTLINE XII. 

RESPIRATORY SYSTEM. 



ii. Organs. 

1 2. Lungs. 

1 3. Bronchia. 
2 3. Air Vesicles. 
10 



146 NORMAL OUTLINES OF THE 

33. Parenchyma. 

4^. Divisions of Pulmonary Artery and 
Veins. 

53. Pleura. 

2 2. Trachea. 

32. Diaphragm, Ribs and Muscles. 

. o • ^- \ Inspiration. 

2^. Respiration. - -17 ^ • .• 

^ ( r^xpiration. 

I-. Actions. 

2^. Results. 

3^ Hygienic Inferences. 

1 2. Evils of Tight Lacing. 

2 2. Positions in Sitting, &c. 

32. Ventilation. 

Particular attention should be paid to ventilation and 
the Hygiene of the Respiratory System generally. 
This outline should make several lessons. 

See Cutter's Anatomy, Physiology and Hygiene. 



OUTLINE XIII. 

SECRETORY SYSTEM. 

Organs. 

1 2. Membranes. 

1 3. Serous Membranes. 

2^. Mucous Membranes. 

3^. Skin. 
22. Glands. 

1 3. Liver. 



COMMON SCHOOL BRANCHES. 147 



23. 

5'- 


Kidneys. 
Salivary. 
Lachrymal. 
Gastric. 


6K 


Pancreas. 


73. 


Intestinal. 


Materials 




i2. Seci 


•etions. 


l3. 


Bile. 


23. 


Saliva. 


3^- 


Gastric Juice 


4'. 


Tears. 


5'. 


Mucus, &c. 



2 2. Excretions. 
31. Hygienic Inferences. 

By the study of this outline the pupil will see the 
close relation which exists between the different sys- 
tems, it being impossible to isolate them, such is their 
inter-relation and dependence upon each other. This will 
make an excellent review lesson, bringing in, as it does, 
organs which have been noticed in the foregoing out- 
lines. The following topics may be assigned as lessons 
to be treated in any way designated by the teacher: 
iVutrition^ Growth and Rc-pair^ Animal Heat, The Phil- 
osophy of " Taking Cold.'''' It will be seen that their 
discussion will require a knowledge of what has been 
previously studied. 

See First Lessons in Physiology, Hotze; Steele's Fourteen Weeks 
Course. 



148 NORMAL OUTLINES OF THE 

OUTLINE XIV. 

THE NERVOUS SYSTEM. 

i^. Divisions. 

1 2. Cerebro-Spinal. 
1 3. Brain. 

1 4. Cerebrum. 
2^. Cerebellum. 
• 3*. Ventricles. 
4^. Membranes. 

i^ Dura Mater. 
2 5 . Arachnoid. 
3^. Pia Mater. 
2 3. Medulla Oblongata. 
3 3. Pons Varolii. 
4^. Spinal Cord and Branches. 
5 3. Cranial Nerves. 
22. Sympathetic. 
1 3. Ganglia. 
2 3. Plexuses. 
2i. Structure of Nerves. 
31. Functions. 
4I. Hygienic Inferences. 

See Cutter's Anatomy, Physiology and Hygiene. Also, Gray's 
Anatomy. 



OUTLINE XV. 

THE EYE. 

I. Parts. 

I. Tunics. 



COMMON SCHOOL BRANCHES. 149 

1st = Sclerotic and Cornea. 
2nd= Choroid, Iris and Ciliary Processes. 
3rd = Retina. 
2. Humors. 

1. i\queous. 

2. Crystalline Lens and Capsule. 

2. Appendages. 

1. Muscles. 

2. Conjunctiva. 

3. Eyebrows. 

4. Eyelids. 

5. Lachrymal Apparatus. 

3. Structure of each part. 

4. Functions " " 

5. Vision. 

6. Hygienic Inferences. 

See First Lessons in Physiology, Hotze Also, Gray's Anatomy. 



OUTLINE XVL 

THE EAR. 

Parts. 

1. External Ear. 

1. Pinna or Auricle. 

2. Meatus Auditorius. 

2. Middle Ear or Tympanum. 

1. Membrani Tympani. 

2. Eustachian Tube. 
';. Ossicles. 



150 NORMAL OUTLINES OF THE 

1. Malleus. 

2. Incus. 

3. Stapes. 

3. Internal Ear or Labyrinth. 

1. Vestibule. 

2. Semicircular Canals. 

3. Cochlea. 

2. Structure of each part. 

3. Functions " " 

4. Hygienic Inferences. 

See Cutter's Anatomy, Physiology and Hygiene; First Lessons in 
Physiology, Hotze. 



OUTLINE XVII. 

THE ORGANS OF SPEECH. 

The Larynx. 
1 2. Parts. 

1 3. Cartilages. 

1 4. Thyroid. 

24 



3' 

64 



Cricoid. 

Arytenoid. 

Cornicula Laryngis. 

Cuneiform. 

Epiglottis. 
2^. Ligaments. 
33. Vocal Cords. 
43. Muscles. 
Structure and uses of each part. 



COMMON SCHOOL BRANCHES. 151 

2^. Accessory Organs. 





l2. 

23. 


Tongue. 
Teeth. 




3^. 

5^. 


Lips. 

Pharynx. 

Uvula. 




62. 


Nasal Passages. 


3^. 


Hygienic Inferences. 


See 


Gray's 


Anatomy. 



OUTLINE XVIII. 

TOUCH, TASTE AND SMELL. 

1. Organs. 

2, Functions. 
3- Hygiene. 

If the hints at the beginning of this chapter have been 
observed the pupil will, by this time, have a pretty ex- 
tensive outline of the Anatomy, Physiology and Hy- 
giene of the Human System. 

The teacher and pupil will find by consulting difier 
ent authors that many points will be made much clear- 
er than if one author alone is studied. We give below 
a list of works valuable for general reference, some of 
them being text-books for the use of common schools, 
while others are much more extensive. 



152 NORMAL OUTLINES OF THE 

GENERAL REFERENCES. 

Physiology and Hygiene, Huxley and Youmans; 
Hitchcock's Anatomy and Physiology; Hooker's Hu- 
man Physiology; Brown's Physiology and Hygiene; 
Class Book of Physiology, Comings; the large works 
of Carpenter, Draper, Dalton, Flint, Dunghnson, and 
Kirkes with those already mentioned under the out- 
lines. 



APPENDIX. 



APPENDIX. 

INFINITIVES AND PARTICIPLES. 

The best disposition to be made of infinitives and par- 
ticiples is that given in the Grammars of Holbrook, 
Whitney, and Pierce. According to these authors, " in- 
finitives and participles have the construction of nouns, 
adjectives and adverbs." 

The following outline with examples will show the 
different constructions which both infinitives and parti- 
ciples may have. The infinitive is given in the first ex- 
ample and the participle in the second. 
i^. Construction of a JVotm. 
1 3. In Nominative Case. 

1 3. Subject of finite verb. 
i4. To steal \s hdi^.Q, 
2^. Playing checkers is a waste of 
time. 
2 3. In the predicate. 

1 4. To obey is to enjoy. 
2 4 . Preaching is not always teaching, 
33. In apposition. 

1 4. With a word. 
(155) 



156 APPENDIX. 

1 5. The task^ to sweep the floor 

was imposed. 
2^. The feat^ walking a rope 
was one of great difficul- 
ty. 
2^. With a phrase. 

i^. To shtiffie off this mortal 
coil^ to cease^ is not so 
pleasant. 
2 5 . To gain by mean acts^ cheat- 
ing^ is contemptible. 
23. In Objective Case. 

i^. Object of finite verb. 
1 4 . I desire to sleep. 
2*. I will commence plowing to- 
morrow. 
2^. The infinitive may be the object of a 
participle. 
1 4. I came here desiring to attend 
school. 
3^. The subject of an infinitive.* 

1 4. He thought it [to be] wrong to 

steal, 
2^. He thought reading history to 
be a valuable exercise. 
4^. The object of a preposition. 

1 4 . They were about to depart. 
2^. After working so hard you 
should rest. 

*See Holbrook's Complete English Grammar, Rule XVI. 



APPENDIX. 157 

32. In Absolute Case. 
1 2. By pleonasm. 

1 4. To he^ or not to he^ that is the 

question. 
2^. Lovhig or not loving^ that is the 
question. 
2^. With a participle. 

1^. To zvhisfer^ having been forbid- 
den, the room was quiet. 
2*. Fightings having ceased, peace 
was made. 
33. In apposition. 

1 4. Delightful task! to rear the ten- 
der thought. 
2*. Lazy man! lounging in the 
shade. 
43. By exclamation. 

i-i. To drozvn! O, what a horrid 

thought ! 
2 4 . Dying! I can not think of it ! 
2I. Construction of an Adjective. 
1 3, Limiting a noun directly. 

1 3. Now is the time to flant corn. 
2 3. The man standing m the door is m}' 
brother. 

22. In the predicate. 

1 3. The property is to he sold. 

2 3. He seemed not. well instructed. 
32. Limiting a pronoun. 

1 3. She appears to he coming. 



158 APPENDIX. 

2^. He, having given his decision turned 
away. 
31. Construction of an Adverb. 
1 2. Modifying a verb. 

i^. They ran to help him out. 
2 3. Four and twent}' happy boys 

Came bounding out of school. — Hood, 
2 2. Modifying an adjective. 

1 3. The teacher was anxious to secure a 

situation. 
23. - 
32. Modifying an adverb. 

1 3. He labored enough to deserve praise. 
2^. * 

PROGRAMME FOR PARSING. 

Noun. — Species. Class. Sub-class. Person. Num- 
ber. Gender. Case. Construction. Rule. 

T> o • r-«i i As to Use. 

PRONouN.-Spec.es. Class. -^ ^^ ^^ Structure. 

Sub-class. Antecedent. Agreement. Person. Num- 
ber. Gender. Rule. Case. Construction. Rule. 

^j o • i^i i As to Form. 

Verb. — bpecies. Class. -^ a ^ tt /-d • • 1 
^ ( As to Use. (Principal 

parts). Voice. Mood. Tense. Person. Number. 

Agreement. Rule. 

Adjective. — Species. Class. Sub-class. Compari- 
son. Construction. Rule. 

Adverb. — Species. Class. Construction. Rule. 

*Constructions of participles corresponding to infinitive seem to 
be wantinsf. 



APPENDIX. 169 

Preposition. — Species. Class. Construction. 
Rule. 

Conjunction. — Species. Class. Construction. 
Rule. 

Interjection. — Species. Construction. Rule. 

MODELS FOR PARSING. 

T/ie Noun. 

1. The boy goes to school. " Boy," n., com., class, 
3rd, sing., masc, nom., subj. of goes. R. 

2. Virtue is its own reivard. " Reward," n., com., 
abst., 3rd, sing., neut., nom. in the predicate. R. 

3. Bruce, the ?«£^;r/^«;// has failed. "Merchant," n., 
com., class., 3rd, sing., masc, nom., in apposition with 
"Bruce." R. 

4. The goods were bought at HalVs, the merchant. 
" Hall's," n., prop., 3rd, sing., masc, poss., limits 
["store"]. R. 

" Merchant," n., com., 3rd, sing., masc, poss., in ap- 
position with " Hall's." R. 

5. She broke the dishes. " Dishes," n., com., 3rd, 
plu., neut., obj., object of " broke." R. 

6. He was a captain in the army. " Army," n., 
com., col., 3rd, sing., masc, obj. object of prep, "in." R. 

7. He finds the distribution to be difficult. " Distri- 
bution," n., com., verbal, 3rd, sing., neut., obj., subj. of 
the inf. to be. R. 

8. , Girls, come here. " Girls," n., com., class, plu., 
fem., absolute by direct address. R. 



160 APPENDIX. 

The Pronoun. 

1. She gave me a new book. "She," pron., pers., 
simp., 3rd, sing., fem., agreeing with antec. the person 
spoken of. R. Nom., subj. of " gave." R. 

2. May ///5 name pass into oblivion. "His," pron., 
pers., simp., 3rd, sing., masc, agreeing with antec. the 
person spoken of. R. Poss., limits " name." R. 

3. Whatever is, is right. "Whatever," equivalent 
to the thing whichever. Things the antec. part, n., com., 
3rd, sing., neut., nom., subj. of the second "is." R. 

Whichever., the rel. part, pron., rel., comp., 3rd, sing., 
neut., agreeing with antec. thing. R. Nom., subj. of 
the first "is." R. 

The Verb. 

1. He f reached a sermon. "Preached," v., reg., 
trans., act. indie, past, 3rd, sing., agreeing with its subj. 
« he." R. 

2. They were sought earnestly. " Were sought," v., 
irreg., trans., (seek, sought, sought,) pass., indie, past, 
3rd, plu., agreeing with its subj. " they." R. 

3. Playing ball is a pleasant amusement. "Play- 
ing, v., reg., intrans., act., participial, pres., construction 
of a noun, subj. of "is." R. * 

4. To sleep is refreshing. " To sleep," v., irreg., 
intrans., (sleep, slept, slept,) act., infin., pres., having con- 
struction of a noun subj. of "is." R. 



APPENDIX. 161 

The Adjective, 

I. Bright and joyful is the morn. "Bright," adj., 
descrip., com., (bright, brighter, brightest,) limits 
" morn." R. 

The Adverb. 

He walks rapidly. " Rapidly," adv. of manner, 
(rapidly, more rapidly, most rapidly,) rnodifies " walks." 
R. 

The Preposition. 

The flag floats in the breeze. "In," prep., simp., 
shows the relation of " breeze " to " floats." R. 

The Conjunction. 

The scheme was a failure because it was not well 
planned. 

" Because," conj., subord., connects the sentences, 
" The scheme was a failure " and " it was not well 
planned." R. 

The Interjection. 

Hark! did you not hear it? " Hark," interjec, has 
no grammatical relation. R. 

PROGRAMME, AND MODELS FOR WRITTEN AND VER- 
BAL ANALYSIS. 

[Taken from the " Normal Teacher " Parsing- Book by permission]. 

Programme. 

I. Read the sentence. 
II 



162 APPENDIX. 

f ( Simple. 

I As to structure 4 Complex. 
Describe the sentence -{ ( Compound. 

f Declarative. 

As to proposition U'^'Pr^^^r- 
^ ^ r Exclamatory. 

[ Interrogative. 

3. Give the complex subject. 

4. Give the simple subject. 

5. Point out its modifiers and 

i Simple. 
f As to structure 4 Complex. 
" j ( Compound. 

6. Describe them ^ f Adjective. 

As to relation ■{ Adverbial. 
(^ ] Objective. 

[ Subjective. 

7. Give the base of modifiers and 

8. Describe its modifiers as in 6. 

9. Give the complex predicate. 

10. Give the simple predicate and 

11. Describe its modifiers as in 6. 

12. Continue as in 7 and 8 of the subject. 

DIAGRAMMING. 

Explanation: A | is used to subordinate a single 
element. A — -— ^ is used to subordinate two or more 

elements. A tie | or I is used to connect the subject 

and predicate of a principal or subordinate sentence. A 

vinculum with a half brace ( is used to direct to a 
particular part of an element, or to combine tw^o or 
more words ordinarily modified separately. A word 
which performs two offices is underscored. Conjunc- 
tions and independent elements are enclosed in paren- 
theses. Use the capitals as they are in the sentence 
without regard to the position in the diagram. The 



APPENDIX. 163 

number of the sentence should be placed before the 
diagram. 

I. A woman quite apt in drawing could easily have captivated the 
eyes of that multitude. 

quite 



( woman -^ apt < 



in drawing 

^ easily 
could have captivated -| j the 

/ ^y^^ ( of multitude | that. 

He who runs may read. 

(who 

[ may read. 
Straws swim upon the surface ; but pearls lie upon the bottom. 

f f Straws 

[ swim I upon surface | the ; 

I (but) 

I f pearls 

1^ t lie I upon bottom | the. 
He is not unmindful of his own interests. 

He 

^ his 
is unmindful I of interests 



(not 

Verbal Analysis of Sentence JVo. i. 

" A woman quite apt at drawing could easily have 
captivated the eyes of that multitude," is a simp. dec. 
sent., of which "a woman quite apt at drawing" is the 
complex subj., of which "woman" is the simp, subj., 
mod. first by "a," a simp. adj. el. of the ist cl. ; 
secondly by "quite apt at drawing," a compl. adj. 
el. of the I St cl., of which "apt," the base, is mod. by 
"quite," a simp. adv. el. of the ist cl. ; also, by "at 
drawing," a simp. adv. el. of 2d cl.; of which sentence 
" would easily have captivated the eyes of that multi- 



164 APPENDIX. 

tude " is the compl. pred., of which " would have capti- 
vated" is the simp, pred., mod. by " easily," a simp. adv. 
el. of ist cl.; also, by "the eyes of that multitude," a 
compl. obj. el. of ist cl., of which "eyes," the base, is 
mod. by " the," a simp. adj. el. of ist cl.; also, by " of 
that multitude," a compl. adj. el. of 2nd cl., of which " of 
multitude," is the base, of which "multitude," the noun 
of the base, is mod. by "that," a simp. adj. el. of ist cl. 

Verbal Analysis of Sentence JVo. 2. 

" He who runs may read " is a compl. dec. sent., of 
which "he who runs " is the compl. subj.,of which " he" 
is the simp. subj. mod. by "who runs," a simp. adj. el. 
of the 3d cl. It is also a simp. decl. subor. sent., of 
which" who " is the connective and simple subj., unmod., 
and " runs " is the simp, pred., unmod. ; of which prin- 
cipal sentence " may read " is the simp. pred. unmod. 

Verbal Analysis of Sentence No. j. 

"Straws swim upon the surface; but pearls lie upon 
the bottom " is a compound decl. sent, of which " straws 
swim upon the surface," the leading member, is a sim- 
ple decl. sentence, of which "straws" is the simp. subj. 
unmod. ; of which sentence also " swim upon the sur- 
face " is the compl. pred., of which " swim " is the simp, 
pred., mod. by " upon the surface " a compl. adv. el. of 
the 2nd cl., of which " upon surface " is the base, of 
which " surface," the noun of the base is mod. by " the " 
a simp. adj. el. of the ist cl. 

" But pearls lie upon the bottom," the co-ordinate 
member, is a simple decl. sent., of which " but " is the 
co-or. connective and "pearls" the simp, subj., unmod.; 



APPENDIX. 165 

of which sentence also "lie upon the bottom" is the 
compl. pred., of which " lie " is the simp, pred., mod. by 
"upon the bottom," a compl. adv. el. of the 2nd cl. cf 
which " upon bottom " is the base, of which " bottom ' 
the noun of the base, is mod. by " the," a simpl. adj. el. 
of the 1st cl. 

THE USE OF THE DICTIONARY. 

An* Unabridged Dictionary should be in every school- 
room and one should belong to every man or woman 
who pretends to teach. But there are many teachers 
and others who own dictionaries and 3^et make but lit- 
tle use of them. The Unabridged is a whole library 
in itself. Not only does it give some information in al- 
most every science and art but all disputes in regard to 
spelling, pronunciation, abbreviations and many other 
points may be setded by recourse to its pages. It is 
indeed astonishing how many words in constant daily 
use are mispronounced by persons who make preten- 
sion to learning, to say nothing of the errors in this re- 
gard which are committed by the great mass who do 
not pretend to scholarship. The teacher should make 
it a rule to read with the dictionary by his side and con- 
sult it in every case of doubt. Even in many cases 
where he has no doubts he will find that he has always 
had a wrong pronunciation or a wrong idea of the 
meaning of a word. Much can be learned by consult- 
ing the dictionary for the common Anglo-Saxon words 
which we use in every day life. Not only does an 
Unabridged settle the spelling, pronunciation and mean- 
ing of words but it gives their derivation, shows us how 



166 APPENDIX. 

they originated and in a great many cases gives exam- 
ples of their use by the great writers of different ages. 
A half hour spent each day in looking through an 
Unabridged Webster or Worcester will richly repay 
any ond. A vast deal of practical and interesting in- 
formation will be thus casually picked up. 

On the following pages are given a number of words 
which may be used in various ways in the school-room. 
Selections may be made from them for spelling lessons 
and lessons in pronunciation. It is hoped they will 
prove suggestive to the teacher and lead him into a 
search of the great fountain head from which they are 
taken. In all cases Webster has been taken as the 
standard. It was thought best not to indicate the pro- 
nunciation or syllabication as it will be better for the 
pupil to consult the dictionary. 

I would recommend that teachers read carefully the 
history of the English language as given in the first 
part of Webster's Unabridged. Also notice the infor- 
mation given under " Noted Names of Fiction, &c." 
The latest editions give a biographical dictionary which 
is valuable and should be frequently consulted. 

LIST OF WORDS IN COMMON USE WHICH ARE FREQUENT- 
LY MISPRONOUNCED. 

The pupil should consult the dictionary, 
acclimate apricot barouche 

adult Arabic because 

ao;ain Asia Beelzebub 

amour aspirant blackguard 

abdomen ay or aye (yes) bombast 





APPENDIX. 




acorn 


aye (always) 


bitumen 


algebra 


apparatus 


bedstead 


allopathy 


audacious 


bronchitis 


alpaca 


apostle 


bleat 


alternate 


asked 


bouquet 


amateur 


ancient 


bomb 


amenable 


allies 


bellows 


arctic 


acoustics 


camphor 


antipodes 


bade 


carbine 


caret 


commiserate 


deaf 


Caribbean 


communist 


defalcate 


cartridge 


compromise 


Danish 


cassimere 


comrade 


deficit 


cayenne 


concave 


demonstrate 


chastisement 


comparable 


diverse 


chemise 


conspiracy 


Doric 


clandestine 


convex 


ducat 


clapboard 


creek 


ductile 


cleanly (adj & ad^ 


/) covetous 


disputant 


combatant 


contrary 


diphtheria 


coupon 


cursed (adj) 


discern 


disdain 


epizootic 


gratis 


disheveled 


facade 


greasy 


drama 


February 


grisly 


depot 


finance 


guillotine 


decorous 


florid 


gymnasium 


decade 


fortress 


hearth 


elm 


fraternize 


heroine 


enervate 


fulcrum 


horizon 


enfranchise 


forgery 


hydropathy 


equipage 


fratricide 


hygiene (n) 



16T 



168 


APPENDIX. 




European 


fuchsia 


hygeian (adj) 


erysipelas 


gallant (adj n & v'^ 


) hypochondriac 


exemplary 


gaseous 


hostile 


ere 


giraffe 


idea 


ignoramus 


juvenile 


lilac 


illustrate 


jewsharp 


matron 


impetus 


kettle 


maritime 


impotence 


laboratory 


massacre 


Indian 


latent 


memoir 


industry 


lamentable 


mercantile 


inveigle 


lenient 


museum 


irreparable 


libertine 


mustache 


inquiry 


lyceum 


nasal 


interested 


leisure 


national 


jaundice 


legend 


negro 


jugular 


lapel 


newspaper 


nomenclature 


pincers 


reveille 


obesity 


prairie 


revocable 


once 


preface 


rid 


opponent 


pretty 


rinse 


palm 


quinine 


saline 


Palestine 


quoit 


sacrament 


partridge 


rational 


saucy 


patriot 


recess 


sausage 


patron 


radish 


seine 


pedagogy 


recollect 


servile 


phaeton 


recreation 


sleek 


phosphorus 


reptile 


slough ■ 


piano 


respite 


steady 


strychnine 


treble 


weapon 


subtile 


tremendous 


violent 





APPENDIX. 




subtle 


trow 


wrestle 


swarthy 


truths 


wristband 


tassel 


umbrella 


youths 


tedious 


underneath 


zenith 


tepid 


usage 


zoology 


tiny 


vicar 


zouave 



169 



A LIST OF TEST WORDS IN SPELLING. 

[Words marked with a * have more than one allowable spelling-.) 



malign 


saccharine 


vacillating 


guager 


singeing 


chenille 


hemorrhage 


marigenous 


pneumonia 


calk 


Kosciusko 


pleurisy 


Sadducee 


mnemonics 


cupola 


hieroglyphics 


indelible 


mignonette 


heresy 


ipecacuanha 


surcingle 


suspicion 


deleble 


eleemosynary 


poniard 


bouquet 


guaiacum 


subpoena 


idiosyncrasy 


demurrer 


pommel 


kerosene 


asafoetida 


phthisic 


daguerreotype 


Gibraltar 


phthisicky 


Mendelssohn 


Alleghany 


isosceles 


control 


psychology 


zeros 


unroll 


mileage* 


stilettoes 


therapeutics 


filibuster* 


volcanoes 


sibylline 


vacillating 


nonpareil 


mimicking 


weasels 


diaeresis 


pharmaceutical 


measles 


woefully 


hirsute 


allegeable 


dyeing 


usufructuary 


mortgageor* 


cachinnation 


lilies 


heroes 



170 APPENDIX. 

sobriquet crystallize gneiss 

iconoclast gases homeopathy 

ORDER OF TOPICS IN THE STUDY OF THE NATURAL 
SCIENCES. 

The logical order, or that generally given in text- 
books, is not always the best order for a class to pur- 
sue in studying. For example, if I were teaching a 
class in Chemistry instead of spending several weeks 
in the first part of the text-book studying the nomen- 
clature, theory and principles, I would assign as a first 
lesson one of the elements, the one which is taken as a 
standard of comparison. Hydrogen and require the pu- 
pils to find out all they could about it. They would 
learn much from their books in regard to its history, 
properties and uses but would not of course understand 
the symbol, atomic weight, molecular weight, equiva- 
lence, &c., but here would be a natural curiosity excited 
and these points would be learned incidentally with 
much more readiness than if studied alone. Several 
pupils are then assigned the duty of preparing Hy- 
drogen for the next recitation. This they would do un- 
der the eye and instruction of the teacher. Its proper- 
ties would be further investigated and new ideas gained 
in regard to theory and nomenclature and thus the 
lessons would proceed taking tangible and practical 
points at each recitation and learning the theory and 
nomenclature in the most natural way, that is, by using 
them in connection with the substances themselves. 
Chemistry studied in this manner will be better under- 
stood in ten weeks' drill than in forty weeks of blind 



APPENDIX. ITI 

adherence to the text-book with the teacher perform- 
ing the experimenls and the class looking on and ad- 
miring. The same principles will hold good in the 
study of Geology and Botany. The order of subjects 
is not so important in Natural Philosophy, but the 
statement in regard to the pupils' performing the ex- 
periments must be considered. 

I here give lists of topics for a term of eleven weeks 
in Chemistry, Botany and Geology. They may be ex- 
panded by the teacher and outlined in full by the pupil. 

Chemistry. 

1. Hydrogen, History, Properties and Uses. 

2. Hydrogen, Preparation and Theory. 

3. Oxygen, History, Properties and Uses. 

4. Oxygen, Preparation and Theory. 

5. Water, Properties and Constitution. 

6. Nitrogen, History, Properties and Uses. 

7. Air, Properties and Constitution. 

8. Chlorine. 

9. Phosphorus. 

10. Sulphur. 

11. Sodium and Potassium. 

12. Acids, Bases and Salts. 

13. Oxides and Acids of Nitrogen. 

14. Oxides and Acids of Sulphur. 

15. Oxides and Acids of Phosphorus. 

16. Hydrochloric Acid. 

17. Ammonia. 

18. Carbon. 

19. Oxides and x\cids of Carbon. 



ITii 


APPENDIX. 


20. 


Iron and its Compounds. 


21. 


Copper and its Compounds. 


22. 


Hydro-carbons. 


23- 


Limestone. 


24. 


Common Salt. 


25- 


The Precious Metals. 


26. 


Boron and Compounds. 


27. 


Arsenic and Compounds. 


28. 


Glass making. 


29. 


Soap making. 


30. 


The Chemistry of Combustion and Decay. 


The elements which have not yet been studied will 


appear in the following lessons: 


31- 


The Sulphur Group. 


■32. 


The Chlorine Group. 


33- 


The Nitrogen Group. 


34- 


The Carbon Group. 


35- 


The Electro-positive Elements. 


36. 


The Alkali Metals. 


37. 


The Dyad Metals. 


38. 


The Triad Metals. 


?>9' 


The Hexad Metals. 


40. 


Starch and Sugar. 


41. 


Alcohol. 


42. 


Organic Acids. 


43- 


Fermentation. 


44. 


Albuminous Substances. 


45- 


Soils and Manures. 


46. 


Oils and Fats. 


47. 


Influence of Light and Heat. 


48. 


Spectrum Analysis. 



APPENDIX. 173 

49. Photographing. 

50. Review Principles of Chemical Notation. 

51. Electrolysis and Galvanizing. 

52. Analysis. 

The true teacher will readily understand how to di- 
rect the pupils in their investigations of the above topics. 
It is to be borne in mind that every lesson should be ac- 
companied by experiments performed by the pupils, and 
that in connection with each lesson the laws and theo- 
ries of chemical combinations are to be discussed. 

To fie List for the Study of Substanees in Chemistry. 

ii. Names. 

1 2. Common. 
2 2. Chemical. 
32. SymboHc. 
21. History. 

1 2. First Discovered. 
1 3. When. 
2 3. Where. 
3^. By Whom. 

4^. Under What Circumstances. 
2 2. First Accurately Determined. 
(Same subordinates as above). 
3^. Distribution. 

1 2. Found Native. 

2 2. Combined or Associated with What. 
3^. Geological Relations. 
.4^. Properties. 

1 2. As to the Forces. 
1 3. Gravitation. 



174 



APPENDIX. 

I*. Specific Gravity. 

i^ Compared with Water. 

2 5. Compared with Air. 
Light. 
i^. Transmission. 

i^. Transparent. 

2 5. Translucent. 

3^. Opaque. 
2 4. Reflection. 
3"*. Refraction. 
Heat, 
i^. Condition. 

iK Solid. 

2 5. Liquid. 

3^. Gaseous. 
24. Fixed Points. 

i^ Boiling. 

2^. Freezing. 

3^ Melting. 
3^. Conduction. 
4^. Specific Heat. 
Electricity. 
I'*. Electrolysis. 
2^. Conduction. 
Chemism. 

1 4. Range of Affinity. 
24. Intensity of Affinity. 
34. (Catalysis). 
44. Atomicity or Equivalence. 
54. Atomic Weiirht. 
64. (Molecular Weight). 



APPENDIX. 175 

22. As to Life. 

1 3. Beneficial. 
2 3. Neutral. 
3^. Poisonous. 
32. As to Structure. 
1 3. Crystalline, 
i'^. System. 
2^. (Dimorphous). 
34. (Isomorphous). 
2 3. Amorphous. 
33. (Allotropic Forms). 
42. As to the Senses. 
1 3. Color. 
2 3. Odor. 
33. Taste. 
43. Texture. 
51. Uses. 

1 2. In Nature. 
22. In the Arts. 
32. In Medicine. 
42. In Laboratory. 
6^. Preparation. 
71. Tests. 

8^ Miscellaneous Observations. 
Though mainly intended for the study of the simple 
elements the above topic list may be used for com- 
pounds also. It will be seen that a thorough know- 
ledge of an element can be obtained by this manner of 
study and any text-book may be used by the pupil. It 
will also afford opportunity to discuss general and fun- 
damental principles in an incidental manner. 



176 APPENDIX. 

See Norton's, Steele's, Hooker's, Cooley's, Barker's and Youmans's 
School text-books of Chemistry. Also, Fownes's, Atfield's, Bloxam's, 
Roscoe's and other larger works. A valuable book for both teacher 
and pupil is Johnston's Chemistry of Common Life, late revised edi- 
tion published by D. Appleton & Co., New Ycrk. 

Botany. 

1. General Outline of Organic Existence. Primary 
Divisions of Vegetable Kingdom. Definition of 
Species. 

2. Parts of the Flower. The class should be pro- 
vided with specimens of a typical flower and the parts 
outlined on blackboard and names learned. 

3. Analysis commenced. Show how to use the 
Key to the orders. Consult Glossary and text and 
learn the technical terms as they are needed in analysis. 
Part of each subsequent recitation should be devoted 
to analysis, the teacher and class using the Key with 
the plant and flower before them. Divide class into 
sections and appoint leaders for each, these sections in 
turn to make excursions to woods and fields, collecting 
and analyzing specimens. 

4. Development from the Seed. 

5. Stages and Terms of Plant Life. 

6. Growth of Plants from Buds. 

7. Roots, their Forms, Uses, &c. 

8. Stems and Branches. 

9. Leaves. 

10. Plan of the Flower. 

11. Inflorescence. 

12. Calyx and Corolla. 

13. Stamens and Pistils. 



APPENDIX. 177 



M 



The Fruit. 



15. Reproduction. 

16. Vegetable Tissue. 

17. Structure of Root, Stem and Leaves. 

18. The Food of Plants. 

19. Chemical Constitution of Plants. 

20. Circulation and Absorption. 

21. Products of Plants valuable to Man. 

22. Curiosities of Vegetation. 

23. Classification, Different Systems. 

24. Geographical Distribution of Plants. 

I have here given only a few lessons. The teacher 
may add to them as he thinks proper. Do not expect 
a class to memorize the numerous technical terms nor 
suppose that in a few weeks study they will be familiar 
with the details of the subject. This is not greatly to 
be desired were it even possible, but in six weeks pro- 
per drill any ordinary pupil should be able with the aid 
of a book to analyze and find out the names of nearly 
all ordinary plants except, perhaps, grasses and ferns 
which require particular study. 

It is desirable that the class should all have the same 
text-book for convenience in using the Key to Analy- 
sis. Those who wish to make a special study of Bot- 
any should possess both Gray's and Wood's Manuals. 
Lindley's Introduction to Botany is a valuable work en 
the Structure of Plants. Wood's Botanist and Florist 
is a handy volume for ckiss use. 

Geology. 

I. General Discussion of Historic Geology with 
12 



178 APPENDIX. 

Classification of the Rocks into Cenozoic, Mesozoic, 
Paleozoic and Eozoic Times with their subdivisions. 

2. General Divisions of the Animal and Vegetable 
Kingdoms and Definitions of Paleontology and Geolo- 
gy- 

3. Classification of the Rocks according to mode of 

formation as Sedimentary, Igneous and Metamorphic. 

4. Some of the Principal and Proximate Elements 
which enter into the Composition of Rocks as Oxygen, 
Carbon, Silicon, Quartz, Clay, Mica, Feldspar, &c. 

5. Sedimentary Rocks, Formation, Structure and 
Composition. 

6. Igneous Rocks, Formation, Structure and Com- 
position. 

7. Metamorphic Rocks, Formation, Structure and 
Composition. 

8. Classification of Rocks as to Structure into 
Stratified and Unstratified with discussion of Laminatior, 
Faults, Joints, Folds, Concretions, Veins, Dykes, &c. 

9. Eozoic Time, Divisions, Location, Kinds of 
Rock and Fossils. 

10. Paleozoic Time, Silurian Age, same subordi- 
nates as above. 

11. Paleozoic Time, Devonian Age, same as above. 

12. Paleozoic Time, Carboniferous Age, same as 
above. 

13. Mesozoic Time. 

14. Cenozoic Time. * 

15. Glacial Action and Drift. 

16. Terrace Epoch and Origin of Lakes and Prai- 
ries. 



APPENDIX. 179 

17. Fossils of the Post Tertiary. 

18. Age of Man. 

19. Nebular Hypothesis and Evolution. 

The above lessons may be so divided as to extend 
over a three month's course if necessary, or they may 
be discussed in as many days as there are lessons, thus 
getting the general principles which may be more thoi- 
oughly studied afterwards. The class should be or- 
ganized into sections for field study. A good cabinet 
of specimens is desirable but it can not take the 
place of actual search by the student in the fields. 

See Steek's P^ourteen Weeks in Geology; Tenney's Geo- 
logy ; Dana's Text-Book of Geology. Also, Dana's Manual of Geo- 
logy; Dana's Manual of Mineralogy; Winchell's Sketches of Crea- 
tion ; Lyell's Elements of Geology ; Geological Sketches, Agassiz. 

ARITHMETICAL SOLUTIONS. 

[Contributed by J. E. Sherrill.] 

All teaching should have for its object the develop- 
ment of correct modes of reasoning and expression. It 
is not sufficient that pupils have some idea of the bran- 
ches studied or subjects discussed, but they should have 
in their minds, a clear idea which they are able to ex 
press with ease and cogency to others. This power is 
of inestimable value. The principles of correct reason- 
ing are universal, and can be learned as readily in Ar- 
ithmetic as in any of the higher branches of Mathema- 
tics. When once learned, they are learned forever, and 
the progress of the pupil ever after becomes a matter 
of ease and pleasure. 

The principles may be exhibited under the following: 



180 APPENDIX. 

/. Points. 

1. I. Penmanship; 2. Spelling; 3. Capitalization; 
4. Punctuation; 5. Neatness of figure ; 6. Form; 7. 
General business-like appearance. All of these points 
should be looked after with great care, at every recita- 
tion. 

II. Processes, i. Leading Steps, (i) The state- 
ment of the problem; (2) The solution proper; (3) 
The conclusion. 

2. Stthordinate Steps, (i) Numbering equations; 
(2) Using proper signs; (3) Preliminary remarks; 
(4) Logical arrangement of equations. 

2. Model Solutions. 

As an illustration of the foregoing remarks we pre- 
sent a few solutions designed to indicate correct princi- 
ples of reasoning as learned from Arithmetic. 

Miscellaneous Problems. 

I. A man bought at one time, 200 acres of land; 
^t another, 300; at another, 250; at another, 420; sub- 
sequently he sold, at one time 400 acres, and at another, 
150; how much had he remaining? 

I. 200-(-300-f-25o-f-420= 1170= the amount 
of land purchased. 

II. \ 2. 400 -j-i5o=550=:the amount sold. 
3. 1170 — 550 = 620=the number of acres re- 
maining. 

III. .*. The man had 620 acres remaining. 
I. What will 7 cords of wood cost at $6 a cord.^ 
■rj j I. I cord = $6. 
^^' ^2. 7 cords = 7X$6=$42. 



APPENDIX. 181 

III. .-. 7 cords of wood will cost $42 at $6 a cord. 

I. A merchant sold in one year 1800 yards of calico 

at 20 cts. a yard; 125 yards of muslin at 12 cts. a yard, 

and 1200 yards of tape at i6f cents a. yard; how much 

did it all amount to? 

' I. 1800 yds. of calico @ 20 cts. = $360.00 

2. 125 yds. of muslin @ 12 cts.=: IS-OO 

li. -{ 3. T200yds. of tape @ i6f cts.= 200.00 

I $575-oo 

III. .-. Total receipts are $575.00. 

I. If I yd. of cloth cost $2, what will 20 yds. cost? 

y-j. j I. The cost of,i yd. = $2. 
• (2. The cost of 20 yds. = 20 x $2 = $40. 

III. .-. If I yd. of cloth cost $2, 20 yds. will cost 
$40. 

In analysis, the sign X is always read "times," and 
never " multiplied by." 

Explanation: The cost of 20 yds. of cloth = 20 times 
$2 =$40. This makes the $2 the multiplicand; the 20, 
when repeated, an abstract number — the multiplier; 
and the product is of the same kind as the multiplicand. 

In the above problem the reasoning is from one to 
many. In the following the reasoning is from many to 
one: 

I. The cost of 20 yds. of cloth is $100, what is the 
the cost of I yd.? 

( I. The cost of 20 yds. of cloth = $100. 

II. - 2. The cost of I yd. of clothe J^ of $100= 
I $5- 

III. .-. If 20 yds. of cloth cost $100, i yd. will cost 

$5- 



182 



APPENDIX. 



Reduction of Compound A^umbers. 

{a) Descending. 

Problem : 

I. Reduce 2 yd., 2 ft., 7 in. to inches. 
In I yd. there are 3 ft. 



II. 



III. 



4- 

5- 

6. 



In 2 yd. there are 2 times 3 ft., which, are 
6 ft. 

6ft. + 2ft.=:8ft. 

In I ft. there are 12 inches. 

In 8 ft. there are 8 times 12 in, which are 96 

in. 
96 in.-|-7 in. = 103 in. 

Therefore, in 2 yd. 2 ft. 7 in., there are 103 in. 

ih) Ascending. 

Problem : 

I. Reduce 25591 gr. to 1h Troy. 

24 gr.:=i pwt. 

In 25591 gr. there are as many pwt. as 24 
gr. are contained times in 25591 gr., 
which are 1066 times with 7 gr. remain- 
ing. 

20 pwt.=i oz. 

In 1066 pwt. there are as many oz. as 20 
pwt. are contained times in 1066 pwt., 
which are 53 times with 6 pwt. remain- 
ing. 

12 oz.^ ft). 

In 53 oz. there are as many ft), as t 2 oz. 
is contained times in 53 oz., which are 4 
times with 5 oz. remaining. 

Therefore, in 25591 gr. there are 4 ft). 5 oz. 6 



II. 



3- 



III. 



pwt. 7 gr. Troy. 



APPENDIX. 

Common Fractions. 



183 



I. 



11. 



r+6f= 



I 6=1. c. m. of denominators. 
-6. 






3- 3 T 

4. 3-6+4-6=7-6-.ii- 

5. 8 + 6=14. 

ye. i4+ii=i5-i- 

III. .-. 8i+6f=i5f 

Proportion. 

I. If 15 men moW 11 A. in 5 days, how many men 
will mow 33 A. in 9 days? 

r I. 15 men n A- 5 ^^ys. 

1 2. —men? 33 A- 9 ^^' 

j ^ 2. ( cancelling )= 25 men. 

11X9 
III. .-. 25 men can mow 33 A. m 9 days. 

Problems in Percentage, 

100% is the unit. 

I. Required 10% of $200. 

( I. I00%=$200. 
jl \ 2. I ^=.1-100 of $20C=$2.0O. 

j 3. I0%=I0X$2.00=$20. 

III. .'. T-0% of $200 is $20. 

I. $50 are how many % of $500' 

( I. $500=100%. 
II -2. $i.oo=i-5ooof ioo%=i-5A- 
■'• I 3. $5o=5oXi-5%-5o-5?^'0^-i^%- 
III. .'.' $50 are 10% of $500. 



184 APPENDIX. 

I. $500 are 20% of how many dollars? 

( I. ioo%=required number of dollars. 
.r J 2. 20 ^-=$500. 
^^' I 3. I % =1 - 20 of $5oo=.$25. 

I 4. 100 % =100 X $25 =$2,500. 
III. .-. $500 are 20% of $2,500. 
I. $400 are 20% less than what? 

f I. 100 %=::the number. 

I 2. ioo%-2o%.-=8o%. 

II. I 3. 80% =$400. 

4. I ^^ i:::: I —80 of $400— $5. 

5. 100 % = 100 X $5 =$500. 
III. .-. $400 are 20% less than $500. 

I. $600 are 20% more than what? 

1. 100^ the number. 

2. 100% -f 20% -^120%. 

II. I 3. I20%:^$600. 

I 4. I %=^i — 120 of $6oo=$5. 
I 5. ioo9^:r=ioox$5^~-$5oo. 

III. .*. $600 are 20% more than $500. 

The solutions of these problems explain all the cases 
in Percentage. The problems taken are eas}^, yet the 
same analysis will answer, no matter how complex the 
statement. If the pupil thoroughly understands these 
solutions he will be able to solve any problem in per- 
centage or any of its appHcations. 

TEACHING BEGINNERS TO READ. 

That young teachers ma}' not be ignorant of the 
methods in vogue for teaching the alphabet and giving 
children a start in the art of reading, I present an out- 
line of those methods which have been the most popular 
among teachers. 



APPENDIX. 185 

7. The A, B, C, or Alphabet Method, 

1. Explanation. 

As this method consists simply m teachmg the names 
of the letters and combining them mto words and is the 
one which has been until within a few years the only 
method in use, it needs no further explanation. 

2. Advantages. 

As the letters must sooner or later be learned, it 
would seem that this method is not altogether irration- 
al. Nearly all of us who have attained the age of man 
hood were taught in this way. 

3. Objections. 

As the names of the letters do not always represent 
their sounds and consequently do not form any guide to 
the pronunciation of the words, and as the child can 
not see the use of these arbitrary marks which do not 
convey to his mind any ideas whatever, the method 
seems to be very imperfect. It is apt to produce halt- 
ing, drawling readers. 

2. The Drawing Method. 

1. Explanation. 

The object of this method is to fix on the mind the 
form of the letters and this it seeks to do by bringing 
into requisition the hand to assist the eye. The letters 
are made by the child with pencil or chalk. 

2. Advantages. 

This method as far as teaching the alphabet is con- 
cerned, has decided advantages over the A, B, C, meth- 
od as it not only furnishes occupation to the child but, a 



186 APPENDIX. 

powerful aid in fixing the forms of the letters in the 
mind is added when the child actually makes the let- 
ters. 

3. Objections. 

The same objections may be made as are made to 
the A, B, C, method. It teaches only the names and 
forms of the letters and not their powers. 

J. The Word-Building Method, 

1. Explanation. 

By this method the teacher begins with one letter of 
the alphabet as O or I and by prefixing or affixing new 
letters forms simple words. The child is taught to pro- 
nounce the word and then the letters that compose it. 

2. Advantages. 

This method has its advantages from the fact that 
only one letter is learned at one time and the child can 
see the use of the letters in building words which rep- 
resent to him ideas. 

3 Objections. 

As the fowers of the letters are not learned, or only 
as tlie child grasps them by hearing the sound of the 
word, it would seem that yet the real point is not 
reached. 

4. The Phonic Methods. 

I. Kinds. 

I. The Phonetic. 
I. Explanation. 
By this method the sounds of the letters are taught 
before their names. As there are onl}^ 26 letters in the 



APPENDIX. 187 

alphabet and about 40 sounds this method provides 
characters to represent all the sounds. The common 
letters are used to denote one sound and the other sounds 
are represented by modified forms of the letters. 

2. The Phonotypic. 
I. Explanation. 

This method provides a character for each sound in 
the language. It differs but little from the Phonetic. 

3. The Dictionary Method. 
I. Explanation. 

This is simply a form of the Phonic Method where 
the sounds of the letters are indicated by the diacritical 
marks used in the dictionaries. These marks are to 
be learned and associated with the sounds which they 
represent. 

2. Advantages. 

The advantages of teaching the sounds of the letters 
first, seem obvious as it is by the sounds that words 
are made, the name of the letter having nothing what- 
ever to do with its use in a word. For example, the 
word cat would be se-a-te^ were the sounds of the let- 
ters not considered. It is claimed that the child having 
once learned the sounds can pronounce any word print- 
ed in the phonic style without assistance and that they 
will soon learn the names and forms of the common let- 
ters without much aid from the teacher. 

3. Objections. 

There are many serious objections to a phonic meth- 
od, (i.) The new characters used to represent the 
sounds are just as arbitrarv and unintelligible to the 



188 APPENDIX. 

child as the common letters, besides there are so many 
more of them. (2.) It is a difficult matter to get a child 
to give the sound of a letter alone. He has been accus- 
tomed from infancy to pronouncing words where the 
sounds are associated and these words represent to his 
mind ideas. For example when a child says, " (^log^'' his 
mmd at once grasps the conception of a dog and he 
knows what is meant, but now require him to give the 
sound of o in dog and he gets no idea whatever. It is 
perfect nonsense to him. So it would seem that the 
phonic methods are as arbitrary as the letter methods. 
(3.) The propriety of teaching children a number of ar- 
bitrary signs which they will have no use for in after 
life is at least questionable. 

5. The Word Method, 

1. Explanation. 

By this method a number of words are taught as 
wholes without reference to the letters. The child 
learns to know the word by its form and he is drilled in 
naming words until he can call a great number of them 
at sight. He is thus taught to read before he knows a 
single letter. The letters are then learned by analyzing 
the word showing their component parts. 

2. Advantages. 

As words are signs of ideas and as pupils have already 
some ideas it would seem that this is a rational method. 
The association of the idea which the word represents 
with the form of the word would tend to fix the form 
in the mind and by putting words together in the proper 
connection the pupil can get several ideas and connect 



APPENDIX. 



189 



them in his mind. He will thus see the use of learning 
words and will take an interest in them. The work of 
separating the w^ords into their component letters being 
of an analytic nature is not difficult for the child. 

, 3. Objections. 

A word is not a simple form. It is complex and 
many words are very similar in their form, consequently 
it is sometimes difficuh for a child to distinguish words 
readily at sight. The word forms, it is true, a picture 
to the mind somewhat as a picture of a landscape and 
the eye can take it in as a whole without taking cogni- 
zance of the individual objects, yet it is true that if the 
objects are individually considered the whole is more 
readily grasped. 

6, The Object Method. 

1. Explanation. 

This is only a form of the Word Method, the words 
to be learned being first represented by objects or pic- 
tures of objects and the children are taught to distin- 
guish between the name of the object, the picture of the 
object and the object itself. 

2. Advantages. 

There are some peculiar advantages in this method. 
The child can more readily see the use of words and 
opportunity is given for varying the monotony of the 
recitation. Object instruction will always form a pari 
of the true teacher's work. 

3. Objections. 

The same objections offered against the Word Meth- 
od hold irood here. 



190 APPENDIX. 

7. The Eclectic or Combined Method, 

r. Explanation. 

This is simply a choosing the best from all the meth- 
ods given above and combining them in one system of 
instruction. I have given an explanation of it in my 
work on Methods of Teaching in Country Schools, p. 
74. The teacher will understand how to use this sys- 
tem if he carefully notes the advantages and objections 
I have made to the foregoing methods. I will here give 
some points which wnll aid the beginner in forming his 
plans: 

1. Show^ the children some familiar object as a box, 

2. Ask questions about it. 

3. Ask them to give its name. 

4. Show them a picture of a box. 

5. Print the word box on the blackboard or show 
them the word in the book or on a chart. 

6. Teach the distinction between the box, the picture 
of the box, and the zuord, box. 

7. Require the children to pronounce the word 
slowly so as to somew^hat isolate the sounds of the let- 
ters. 

8. Give the names of the letters in the word. Print 
them or show them standing by themselves and require 
the children to find the letters from among a number of 
other letters. 

9. Take aw^ay the first letter and show^ them the 
picture of an ox. Tell them the w^ord represents an ox. 
Drill in the same manner as above on the sounds and 
names of the letters. 



APPENDIX. 191 

10. Add another letter as _/*, making the word fox 
and drill in a similar manner. 

11. At first use only words of two or three letters 
and always such words as represent objects. 

12. As soon as a number of words are learned, com- 
bine them into easy sentences. It will be necessary, 
however, to learn a few words which are not the names 
of objects before sentences can be made. 

13. Proceed in this manner until all the letters are 
learned. The sounds of the letters will be learned to 
a great extent though the child may not be able to is- 
olate them. He will learn to see the use of the sound 
in the word and this is what should be desired. 

14. Encourage the children to draw the letters with 
pencil and chalk. 

I have not space here to discuss this subject further, 
but it is hoped enough has been given to stimulate the 
young teacher to an investigation of the subject for him- 
self. To excite investigation is one of the prime ob- 
jects of the present work. 

SOME GOOD BOOKS FOR TEACHERS. 

I shall not pretend to give anything like a complete 
list of works nor prescribe any general course of read- 
ing but propose simply to mention a few books, which 
from my own knowledge, I can heartily commend, and 
which I have not already mentioned in this work. 

//■/s^?7.—Macaulay's History of England; Froude's 
History of England; Dicken's Child's History of Eng- 
land. Yonge's Young Folks' History of England; A 
13 



192 APPENDIX. 

History of Rome, R. F. Leighton; The Student's 
Rome; The Student's Greece; Bayard Taylor's His- 
tory of Germany; Abbott's Small Histories embracing 
Cyrus, Alexander, Cleopatra, Julius Caesar, Alfred the 
Great, Mary Queen of Scots, Elizabeth, Cortez, Joseph- 
ine, Peter the Great and others; Plutarch's Lives. 

7^/^://^;/— Hawthorne's Marble Faun, and Scarlet Let- 
ter; Eggleston's Hoosier School-Master; Dickens's 
David Copperfield, Nicholas Nickleby, and Dombey 
and Son; Walter Scott's Ivanhoe, and Rob Roy; Mrs. 
Stowe's Uncle Tom's Cabin, and Pink and White Tyr- 
anny; Starting Out, b}^ Alex. Clark; Tom Brown's 
School Days, Hughes. 

Science. — The Popular Science Monthly; Recent 
Discussions in Science, Herbert Spencer; Fragments of 
Science, and Forms of Water by Tyndall; Half Hour 
Recreations in Popular Science, a collection of Essays 
by Tyndall, Proctor, Stewart, Gray and others, edited 
by Dana Estes; Huxley's Lay Sermons, Addresses and 
Reviews; Darwin's Descent of Man. 

Miscellaneous. — Precious Thoughts, Ruskin ; Carlyle's 
Heroes and Hero Worship, Past and Present, and 
Sartor Resartus; Lowell's Among My Books, and My 
Study Windows; Whipple's Literature and Life, and 
Success and its Conditions; Macaulay's Essays; Em- 
erson's Essays; Education, Herbert Spencer; Taine's 
English Literature; Mark Twain's Roughing It, and 
Innocents Abroad. 

The teacher should cultivate an acquaintance with 
Shakespeare, Milton, Byron, Burns, Moore, Shelley, 



APPENDIX. 193 

Pope, Goldsmith, Tennyson, Lowell, Longfellow, 
Whittier, Holmes and others of the great poets of the 
English Language. 

AN OUTLINE OF OUTLINING. 

It seems appropriate in this book of Outlines that a 
systematic presentation of the Science (It certainl}^ is a 
science), of Outlining be given. It must be borne in 
mind that an Outline and a Classification are not exactly 
the same. A Classification is a logical arrangement of 
the divisions of a subject. As examples of Classifica- 
tions take the divisions of Organic Existence into Ani- 
mal and Vegetable and each of these into Classes, Sub- 
classes, Orders, and so on down to Species, Varieties, 
and Individuals. An Outline need not necessarily be 
logical. Terms which have no connection whatever 
ma}^ be co-ordinated or ranked together. An Outline 
is something like the framework of a building or the 
skeleton of an animal with this diflerence, the parts need 
not all be closely connected. Wherever possible, how- 
ever, a logical arrangement should be made. Every 
Classification is an Outline but every Outline is not a 
Classification. 

Definition. 
Terms Used. 

Index Figures. 
Ordinal Index. 
Coordinal Index. 

Ra7ik Letter. 

Rank Sign. 

Brace. 



194: appendix. 

Systems. 
JVu7Jteral. 

Exponential. 

Figure. 

Roman Numeral. 
Letter. 

Latin Letter. 

Greek Letter. 
Sign. 
Brace. 
Position. 
Tahilar. 
Typographic, 
Composite. 

Parts. 
Definition. 
Division. 
Partition. 

Comparison and. Contrast. 
JVarration. 
Desc7'iption. 
Amplification. 
Examples. 

Uses. 

As an Aid to Thorough Investigation. 
As an Aid to Literary Composition. 

A few words of explanation are necessary. It will 
be observed that I have given three varieties of the Nu- 
meral System. The Exponential has been explained 



APPENDIX. 



195 



in the Introduction of this work (See p. 13). By the 
Ordinal Index is meant the small figure or exponent, by 
the Coordinal Index is meant the large figure used with 
the exponent. In the Figure variety of the Numeral 
System exponents are not used, position alone showing 
coordination and subordination. As an example of the 
Figure System see Outline III, p. 24. It is used where 
the outlines are short. In the Roman Numeral Sys- 
tem, Roman Numerals are used in place of figures. In 
the Letter System, Latin and Greek letters are used in- 
stead of figures. In the Sign System, stars (^ ^') dag- 
gers (t t), &c., are used as indexes. As an example 
see Gray's Botany. The Brace System requires no 
explanation. In the Position System the ordination and 
coordination are indicated by position. It is used only 
where there are few sub-heads. Sometimes the coor- 
dination and subordination are distinguished by differ- 
ent fonts of type. This we may call the Typographic 
System. It is represented in the above outline. As an 
example of the Tabular System see Outline VIII, p. 6g, 
The Composite System is that where more than one, or 
all the systems are combined. 

When we take a general term as Man for the subject 
of an outline, the different classes into which the human 
race can be divided would be called Divisions. If we 
take a particular individual we may divide him into 
parts. This would be called Partition. If we compare 
or contrast a man with some other animal, that would 
be called Comparison and Contrast. The other terms 
are sufficiently obvious. See any good text-book of 
Rhetoric. 



196 APPENDIX. 

NAMES, MOTTOES, &C., OF THE STATES. 

Alabama. So named for its principal river. The In- 
dians gave this stream the name Al-a-ba-ma, meaning 
" here we rcst^'' to denote their satisfaction with its cli- 
mate and landscape. Motto, " Here we rest." 

Arkansas. From the river of that name. The name 
is derived from Kansas, (q. v.) and the French prefix, 
arc^ a bow. Motto, Regnant populi, "The people 
rule." Popularly called the " Bear State." 

Califor7iia. The name was given to the peninsula 
called Old California, by Cortez in 1535. It is suppos- 
ed to be taken from an old Spanish romance in which 
an imaginary island of that name is described as abound- 
ing in gold. Motto, Eureka — "I have found it." Some- 
limes called the " Golden State." 

Coiinectictd. Named from the river of that name 
which means in the Indian language, " The long river." 
Motto: ^li transtitlit Siistinet^ "He who brought us 
over sustains us." Popularly called, "The Nutmeg 
State," " Land of Steady Habits," " Freestone State " 
and " Blue Law State." 

Colorado. From the river 01 that name. It is prob- 
ably derived from the Spanish and means "colored." 
Motto, Nil sifie nu7mnc^ " Nothing without God." 
Popularly called "The Centennial State." 

Delaware. Named from Thomas West, Lord de la 
Ware who visited the bay of that name in 1610 and 
died while there on his vessel. Motto, " Liberty and In- 
dependence." Popular names, " The Blue Hen," " Dia- 
mond State." The people are popularly called " Musk- 



APPENDIX. 197 

Florida. Named by the discoverer Ponce de Leon 
from the Spanish name for Easter Sunday, the day on 
which he made the discovery. The yNOxdi jiorida in 
Spanish means /^z^^ry. Motto, " In God is our trust." 

Georgia. Named in honor of George II of England. 
Motto, " Wisdom, Justice and Moderation." 

Illinois. From the Indian, " illini," men, and the French 
suffix ois^ together meaning tribe of men. The state was 
named from the tribe of Indians bearing that name. 
Motto, " State Sovereignty, National Union." Popu- 
larly called " The Sucker State." 

Indiana. From the word Indian and suggested by 
its numerous Indian population when first settled. 
Called " The Hoosier State." 

Iowa. The derivation of the name is variously given. 
One is that it is from an Indian word meaning " this is 
the land," or " the Beautiful Land," another that it is 
a French form of an Indian word and means "The 
drowsy," or " The sleepy ones." Motto, " Our Lib- 
erties we prize and our rights we will maintain." Pop- 
ular name, " The Hawk-Eye State." 

Kansas. From the river of that name which is said 
to mean in the Indian language, " Smoky water," also 
said to mean " Good potato." Motto, Ad astra fer 
asfera., " To the Stars through difficulties." 

Kentucky. The Indian word means " At the head of 
a river." Motto, " United we stand, divided we fall." 
Popularly called " the Blue Grass State." The Indians 
termed it " The dark and bloody ground," it being the 
battle crround of the northern and southern tribes. The 
people are sometimes called " Corn Crackers." 



198 APPENDIX. 

Louisiana. Named for Louis XIV of France. Mot- 
to, "Justice, Union and Confidence." Called "The 
Creole State." 

Maine. From a province of that name in France. 
Motto, Dirigo, "I direct." Is called "The Pine Tree 
State." 

Maryland. Named after Henrietta Maria, queen of 
Charles I of England. Motto, Crcscitc et mtdtipUcanii- 
ni^ " Increase and multiply." 

Massachusetts, Named from an Indian word, mean- 
ing " About the great hills." Motto, Ense fctit flaci- 
dam sub libertatc quieiam, " By the sword she seeks 
placid rest in liberty," or more freely, " Conquers a 
peace." Sometimes called " The Old Bay State." 

Michigan. The name is said to be from the Indian 
language meaning " Great Lake," also given as mean- 
ing a " Weir for fish." Motto, Tuehor, "I will defend," 
and Si queens ^enmsulam amcenam crrcumsficc^ "If 
you seek a pleasant peninsula, look around." Popular- 
ly called " The Wolverine State." 

Minnesota. Indian name, meaning " Whitish water," 
" Cloudy water." Motto, VEtoile du Nord, " The 
Star of the North." 

Missouri. Named from the river of that name which 
means in Indian, " Muddy water." Motto, Salus fopdi 
sufrema lex esto, " Let the will of the people be the su- 
preme law." The people are sometimes called 
" Pukes." 

Mississippi. Named from the great river which 
means in Indian " Father of Waters," or " Great and 
long river." 



APPKNDIX. 199 



Nebraska. Indian name of one of hs rivers meaning 
"Shallow water" or "Broad and low." Motto, 
" Equalit)^ before the law." 

JVczv Hamfshtrc. Named from the county of Hamp- 
shire in England. Popularly known as "The Old 
Granite State." 

New "Jersey. Named from the Island of Jersey on 
the coast of England. Motto, " Liberty and Independ- 
ence." People are called " Clam Catchers." 

New York. Named from the Duke of York. Mot- 
to, ^Ar^Zs/^r, "Higher." Called the "Empire State." 
North Carolina. Named for Charles IX of France. 
It is called "The Old North State," and the "Turpen- 
tine State." 

Nevada. Named from a Spanish word, meaning 
" Snowy," first applied to its mountains. Motto, Volens 
et Potens, "Willing and able." Sometimes called "The 
Silver State." 

Ohio. From the river which forms its southern boun- 
dary, the word in the Indian language meaning, " Beau- 
tiful." Motto, Imferiam imferio,'' Kn Empire in an 
Empire." Familiary known as "The Buckeye State." 
Oregon. Said to be from the Spanish word, "ore- 
gano," wild marjoram, which grows abundantly on the 
Pacific coast. Another account says it means " River 
of the West." Motto, Alis volat froj>riis, " She flies 
with her own wings." 

Pemisylvania. Name means, " Penn's woods." Mot- 
to, "Virtue, Liberty, and Independence." It is called 
*' The Keystone State." 



200 APPENDIX. 

Rhode Island. Named from the island of Rhodes in 
the Mediterranean Sea. Motto, " Hope." Popularly 
known as " Little Rhody." 

South Carolina. Derivation of the name^ same as 
North Carolina, q. v. Motto, Animus opibuscjtte -parati., 
'- Ready in will and deed." Popular name, " Palmetto 
State." 

Tennessee. Indian name meaning " River of the Big 
Bend." Motto, " Agriculture, Commerce." Popularly 
called, " The Big Bend State. " 

Texas. A Mexican name, meaning unknown. Call- 
ed the " Lone Star State." 

Vermont. From the French, Verd Mont " Green 
Mountain." Motto, "Freedom and Unity." Called 
the " Green Mountain State." 

Virginia. From Ehzabeth of England who was 
known as the " Virgin Queen." Motto, Sic semper iyr- 
annis, " So always with tyrants." It is called " The Old 
Dominion " and " The Mother of Presidents." 

West Virginia, ^loiio, Montani 5<:«i^^r/^<^d:r/, "Moun- 
taineers are always free." 

Wisconsin. The Indian name of one of her rivers, 
meaning "Wild rushing channel." '^^loiio, Civilitatas 
successit barbarwm^ " The civilized man succeeds the bar- 
barians." Popularly known as " The Badger State." 



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